Application Of Five-Stage Method In The English Teaching At Senior Middle Schools

This study is intended to reveal the factors that obstruct the development of senior middle school students' English listening ability and to provide a solution to help improve the effect of English listening teaching at senior middle schools. A questionnaire is designed and a survey is conducted to find out the obstacles senior middle school students meet with in English listening comprehension. The data collected from the survey show four obstacles:inadequate language knowledge, lack of background knowledge, lack of listening skills and anxiety in the listening process. To combat these problems, the present author proposes a teaching method innovation involving the application of Five-Stage Method to English listening teaching at senior middle schools, and conducts a comparative experiment to verify the validity of this method. The experiment lasted four months, during which Five-Stage Method was applied to English listening class in the experiment class while traditional teaching method is continued in the control class. Through synchronic comparison between the experiment class and the control class and diachronic comparison within the experiment class, the data collected from pre-experiment and post-experiment tests and surveys show that the experiment class scores higher than the control class in English listening comprehension test after the experiment, shows greater interest in English listening class and feels much less obstructed in the listening process, thus verifying the validity of Five-Stage Method in improving the effect of English listening teaching at senior middle school.This thesis consists of five chapters.Chapter One is introduction. It points out the importance of English listening ability and explains the basis and significance of the present study.Chapter Two is literature review. It first introduces the theories related to listening and then the theoretical bases of the present study. Lastly, it gives a survey of the studies of English listening teaching both at home and abroad.Chapter Three first reveals the four obstacles senior middle school students meet with in the listening process and then explain in detail the five stages of the proposed method:Leading, Separate Listening Tasks. Check-up and Feedback. Reinforcement and Reproduction. Materials used in the experiment are presented in the explanation as examples.Chapter Four records the comparative experiment. It tells the aim, the subjects, methods and process of the experiment, and analyzes the data of the experiment.Chapter Five is the conclusion. After a summary of the contents of this thesis, it reaches the conclusion that Five-Stage Method has positive effect on English listening teaching at senior middle school.