the effect of autonomous- assisted classroom teaching on college english listening ability beijing...

The Effect of Autonomous-Assisted Classroom Teaching on College English Listening

Ability

Beijing Institute of TourismFan Guangli

phyllisfan@hotmail.com

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1 Introduction

The development of network-based multimedia technology brings opportunities to the teaching of college English listening course. Many journal articles are for the idea that traditional classroom teaching can not meet the versatile needs of the new era.

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Some (Tian, 2007, Cheng et al 2006) even set up zero class-hour teaching model, aiming at promoting students’ language ability and forming self-study habits. And Professor Su Dingfang (2004) proposes that autonomous learning can not merely be regarded as independent study.

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Phil Benson (2005) Practices associated with the development of autonomy can be classified under six broad headings.resource-based approaches, technology-based approaches, learner-based approaches, classroom-based approaches, teacher-based approaches.

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On the basis of analyzing

-- traditional listening course and autonomous listening practice

-- students background and their language base

-- requirement of their future work

the following 2 hypotheses are put forward:

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(1) The complimentary model is preferred to foster students’ listening ability when their English is relatively at lower level

(2) The combination of formative and summative assessment will enhance students’ self management and autonomous learning ability

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2 Methodology

2.1 Subject Non-English major 4 year full-time students, 54% art, 46% science. 36% as 1 priority, 20% as supplement, 44% has lower score.

Lower self assessment

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　　Table 1: Pretest Scores

06Management1

62 64. 57 63. 94 63. 5 87 35 52

06Management2

71. 55 63. 79 65. 86 67. 07 98 28 70

06Management3

61. 92 59. 42 56. 15 59. 17 80 28 52

06 Fi nance 61. 46 59. 58 63. 13 61. 39 70 38 32

06 Marketi ng 53. 82 57. 65 57. 06 56. 18 87 18 69

06 Food &Nutri ti on

64. 29 60. 36 66. 43 63. 69 87 42 45

Average High Low RangePretest 1 Pretest 2 Pretest 3

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2.2 measurement 2 pairs of tests and a questionnaire

2.2.1 Pre-test vs. Level 1 Final

Aims to decide the experimental group – 06 Management 3 (59) and 06 Food and Nutrition (64); and the control group – 06 Finance (61) and 06 Management 1 (64)

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Table 2: Level 1 Final

Total score 20 15 30 35Pass score 12 9 18 2106 Management 1 58 14 9 15 1906 Management 2 70 15 10 19 2706 Management 3 56 13 10 17 1706 Fi nance 55 14 10 16 1506 Marketi ng 45 12 9 10 1406 Food & Nutri ti on 57 14 9 17 16Average 57 14 9. 5 16 18

CompoundDictation

SpotDictation

Average Dialogue Passage

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2.2.2 Level II Mid-term vs. Level II Final

Level IIMid-Term

Level IIFinal Balance

AutonomousUnits Covered

ExperimentalGroup 56 60 4 26

Control Group 55 49 -6 23

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2.3 Questionnaire16 groups of multiple choice questions and 1 open question-- Starting year of their formal listening course-- Main approaches of English learning outside class-- Main strategies applied in learning listening-- Their self assessment-- Their attitudes towards autonomous listening and classroom teaching etc.

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44.1% no formal listening course

13.8% from senior high school

34.5% from middle school

7.6% from primary school

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2.4 Steps

2.4.1 preparatory steps

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Table 4: Range Analysis

06Manegement 1

06Manegement 2

06Manegement 3

06Fi nance

06Marketi ng

06 FoodNutri ti on

Low 35 28 28 18 38 42Range 52 70 52 69 32 45

Low 24 52 29 25 19 43Range 47 41 45 61 43 29

5 29 7 8 -11 16

High 87 98

Pretests

80 87 70 87

86 62 72

Balance

Final

High 71 93 74

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2.4.2 Implementation

Experimental group:

Normal class + after-class autonomous study

Control group:

Normal class every other week +

Autonomous study every other week

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2.4.3 Material

-- Listening

-- Role play

-- Oral practice

From Level 0 – Level 9

Each level has 15-20 units

Level 3-6 correspond to CET 1-4

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2.5 Assessment

Daily score 40% from self study

Mid-term 20% from outside school

Final 40% mostly from outside school

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3 Conclusion

-- More time to do listening

-- Form good self study habits

-- Higher score

-- Pay more attention to basic skills

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Weaknesses

Pretest vs. Posttest

Daily score

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References

（英）本森 . 自主性研究与教学 [M]. 北京 : 外语教学与研究出版社 .2005.11

程威，黄红娟 . 浅谈“零课时”听力教学模式 [J]. 当代经理人 .2006.21

束定芳 . 外语教学改革 : 问题与对策 [M]. 上海 : 上海外语教育出版社 ,2004

田仙枝 . 英语听力零课时教学中”卡片法”的渗透与思考 [J]. 中国成人教育 .2007.1

文军，朱国振，程艳琴，邢春丽 . 大学英语传统视听说教学模式和网络交互视听说模式的对比研究 [J]. 外语与外语教学 .2005.11

项军平 , 周光明 . 基于计算机和网络的大学英语听力自主学习实验研究 .[J] 湖南师范学院学报（哲学社会科学版） 2007.2

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Thank you!