本文是一篇英语论文，本研究丰富了英语学习活动观的理论研究，并进一步证实了基于英语学习观的听力教学模式能够有效地提高农村高中学生的听力成绩。在实践上英语学习活动观为创建高效能的农村高中听力课堂模式做出了有益的尝试。
Chapter 1 Introduction
1.1 Background of the Study
“Listening”is the basic ability to understand and obtain information.Improving listening ability is not only conducive to the cultivation of speaking,reading,writing,and viewing abilities,but also conducive to languagecommunication activities.Listening is the core of language communicativeactivities and the basis for the development of other language skills.However,listening is often considered as the most difficult skill to master in the process oflearning English.The View of English Learning Activities can help to solve thisproblem in rural high school listening learning.
1.1.1 Status of English Listening Teaching in Rural High School
Since the 18th CPC(Communist Party of China)National Congress,theCentral Committee of CPC has attached great importance to the role of education inrural revitalization,and has continuously taken effective measures to promote thebalanced and integrated development of urban and rural education,and strive toensure that every child enjoy fair and high-quality education(Yao Yan,2022).So far,although the development of Chinese rural education and reform have achievedremarkable results,there are still some weak parts in rural high school Englishteaching.At present,English reading comprehension,accumulation of Englishvocabulary and writing are highly valued by teachers in rural high school Englishclassrooms.Students have relatively good grades in these examinations,but someof them encounter great difficulties in listening.For example,limited listening timeand fast-paced English listening during the exam(Mo Yun,2020).
1.2 Significance and Purpose of the Study
Ren Jing(2014)pointed out that language input was the most basic conditionfor language acquisition.Without language input,there would be no languageacquisition.In other word,listening affected other language skills,and theimprovement of listening skills played a very important role in the overallimprovement of students’English quality.Furthermore,as the basic organizationalform of English classroom teaching,activity was an important way to implementthe objectives of the curriculum and a key factor in improving students’languageproficiency.For this reason,applying the View of English Learning Activities intothe specific English listening teaching is of great significance.
1.2.1 Significance of the Study
There is an urgent need for English teachers in rural high schools to find a newand effective listening teaching model to help students improve their Englishlistening interest and enhance their English listening skills.This study has both theoretical significance and practical significance.
For the theoretical significance,there are mainly two points.
On the one hand,studies on high school English listening or on the View ofEnglish Learning Activities separately are fairly common in China,but studies onrural high school English listening based on the View of English Learning Activitiesare not enough.Therefore,this study combined the View of English LearningActivities and high school English listening teaching,which can enrich the literatureof related studies and provide some ideas for teachers and future researchers to gaina deeper understanding and know how to link the View of English LearningActivities with English listening teaching in rural high schools effectively.
Chapter 2 Literature Review
2.1 The View of English Learning Activities
A key theory that directs English teaching design is the View of EnglishLearning Activities,which was presented in the New Curriculum Standards 2020.
2.1.1 Definition of Activity
When it comes to the definition of activity,it has different connotations indifferent fields.
Tian Huisheng(1998)discussed the definition of activity from the perspectiveof psychology,physiology,and philosophy.From the point of psychology,“activity”was the interaction between the brain-controlled item and the subject.Thecreation of these activities served a certain function and influenced people’scharacter and cognitive development in a particular way.From the point ofphysiology,“activity”referred to bodily movement.In other word,it was thecontraction and release of muscles in every bodily portion.From the point of philosophy,“activity”described the process through which individuals altered theirimmediate environment to fulfill needs or accomplish goals.
According to Gao Hongde(2018),activity was the fundamental means ofhuman survival and growth.It was the process through which individuals interactedwith one another and the objects in their environment.The primary purpose ofstudents’activities was learning,which was the process by which they acquiredvalues,information,and abilities and became aware of their own personaldevelopment.Students could meet their own needs for social development andpersonal growth through the teaching of teachers.The collective behaviors of theteaching and learning process were referred to as“activities”.
2.2 Theoretical Basis of the View of English Learning Activities
Under the guidance of advanced foreign language teaching theories at homeand abroad,the years of research and practice of the majority of English educatorsand teachers,and the specific foreign language learning situation and tasks in China,the Chinese teaching proposition of the View of English Learning Activities was putforward.It was supported by many research achievements of educationalphilosophy,educational psychology,linguistics and language learning theory athome and abroad(Wang Qiang,Qian Xiaofang&Wu Hao,2021).Students acquireknowledge,skills and accomplishment in the process of step by step activities.Inthis study,Constructivism Learning Theory,Input Hypothesis Theory and LearningBy Doing Theory are considered as the primary guides of this study.
2.2.1 Constructivism Learning Theory
Constructivism emerged in the United States in the late 1980s,and theforerunner of this theory was Piaget.Piaget(1970)put forward that the core idea ofconstructivism was that knowledge was constructed in the activities of theinteraction between the subject and the object.According to the elaboration ofconstructivism theory by Piaget,Vygotsky and others,the basic viewpoint ofconstructivism learning theory mainly included three aspects:the view ofknowledge,the view of learning and the view of teaching.
Chapter 3 Research Methodology...................33
3.1 Research Questions...............................33
3.2 Research Design........................34
Chapter 4 Results and Discussion...........................43
4.1 Results and Discussion of Listening Tests.......................43
4.1.1 Results and Discussion of the Pre-test in EC and CC.......................43
4.1.2 Results and Discussion of the Post-test in EC and CC......................44
Chapter 5 Conclusion.......................63
5.1 Main Findings...................................63
5.2 Pedagogical Implications............................65
Chapter 4 Results and Discussion
4.1 Results and Discussion of Listening Tests
Two tests were used in both EC and CC.Pre-test aimed to check whetherstudents in two classes have the same listening learning level.Post-test wasoperated to verify the application effect of the model and check whether this modelcan improve students’English listening level better than the traditional one.Papersof English pre-test and post-test in this experiment were derived from the listeningpart of the final examination of Grade 1 of 2022-2023 academic year in Qingyuan(See Appendix 1 and 2)to ensure reliability and validity of this experiment.
4.1.1 Results and Discussion of the Pre-test in EC and CC
The English pre-test papers in this experiment were derived from the listeningpart of the final examination of the first semester of Grade 1 of 2022-2023 academicyear in Qingyuan(See Appendix 1).SPSS was used to conduct independent samplet-test on the listening scores to prove two classes have the same English listeninglevel,so they could be used as the research subjects.
Table 4.1 shows that before the experiment,the average listening scores of ECis 10.88 and that of CC is 10.86.The mean difference between the two classes is0.02,which means students in EC are not different from students in CC in listeningability and they have the same English listening level.
Chapter 5 Conclusion
5.1 Main Findings
This study shows that,after just one semester,students’interest in and listeningscores in English are raised by the new listening teaching model based on the Viewof English Learning Activities in rural high schools.After using the listeningteaching model based on the View of English Learning Activities,all of thehypotheses of the study applied to listening classes are correct.The examination ofthe experimental data reveals that there has been a notable enhancement in thelistening comprehension of the students in EC.Additionally,there has been anotable shift in the way that rural high school English listening instruction iscurrently conducted as well as in the attitudes of the students towards Englishlistening learning.The following are the main findings of this research.
First,the listening teaching model based on the View of English LearningActivities can be constructed in English listening teaching in rural high school.Andit can be effectively implemented in teaching experiment.Before the class,teachersfirst introduce the theme in this unit and assign the tasks to the students in theexperimental class,so that the students can clarify the goals and results of the task.And then teachers design the listening teaching procedures,and reasonably arrangethe self-study activities and preview tasks before listening.During the class,teachers organize group cooperative learning and inquiry activities through threetypes of advanced listening activities and effectively organize various forms ofevaluation.After class,the teacher assign an appropriate amount of listeningextended homework and tasks of the next class.In the listening teaching model, teachers and students cooperate together through some listening learning activitieswhose degree of difficulty is from easy to difficult to promote the progress oflistening learning and teaching together.In these learning activities,students cankeep pace with the teachers and they can feel a sense of achievement.At the sametime,students need to finish the task by cooperating with classmates and teachers.In the listening class based on the View of English Learning Activities,students canbe more active than in traditional listening class.
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