The Influence On The Effects Of Breadth And Depth Of Vocabulary Learning In Classroom Via Listening

In English language learning, listening seems to be the most difficult skill among the four basic skills (listening, speaking, reading and writing). Listening, as a receptive skill, is the basis for the other skills , such as reading and writing. There has been a long time that English teaching focuses on reading and writing and pays little attention to listening and speaking in China. In the newly published National English Curriculum for College, listening has been highlighted. However, in teaching listening teachers have been used to lay emphasis on listening comprehension and ignores the relationship between listening and vocabulary, not mention that treating listening as an approach to learn vocabulary.Until now, the research has only covered the relation between reading and vocabulary learning. Based on this situation, this thesis aims to explore the relation between listening and the depth and breadth of vocabulary learning from the perspective of teaching methodology on vocabulary through listening practice. The purpose of this research includes: first, description of the current situation on vocabulary teaching through listening among the non-English majors in Inner Mongolia Normal University; second, research on the effectiveness of the depth and breadth of vocabulary in teaching listening by using two different kind of teaching methodology, furthermore, testifying on the correlation between vocabulary and listening.The subjects in this research are the parallel classes of non-English majors who studied English as their second degree. There are altogether 70 students. One class is the experiment class, the other is the comparative class. In the experiment, the experiment class was applied the combination of Communicative Language Teaching and Grammar-Translation Teaching, that is to say the students were asked to get involved in the process of vocabulary learning actively; while in the comparative class, Grammar-Translation was applied as the only way to teach vocabulary, that is to say, the teacher gave the Chinese equivalents directly in the process of explaining the new words.The research results show that: the integrative application of Communicative Language Teaching and Grammar-Translation Teaching is better than the Grammar-Translation Teaching only on both the depth and breadth of the vocabulary learning through listening. Meantime, there is correlation between the depth and breadth of vocabulary and listening comprehension.Finally, the author also pointed out the limitation of the research and its development potential in the future.