| Listening,as a prelude to language acquisition, has received much attention from scholars both at home and abroad. In China, CET continues to increase its listening proportion, and the pilot computer-based test has already increased to 70%. How to improve the learner's listening proficiency and optimize college English classroom education has become a key project of researchers. Dictation, as one of the necessary perspectives, plays more and more important role in English listening teaching. Hence, dictation-training in listening classroom is supposed to be of help to their listening capability. Up to now, a variety of dictation types have been set up of which dictogloss proposed by Wajnryb has been adopted in this study. In addition, based on three theories, i.e. input and output hypothesis, short-term memory theory and communicative view of language, the author designs her own dictogloss lesson plan to investigate the effects of dictogloss on non-English majors'listening proficiency in Northwest University for Nationalities (NWUN).A set of research procedures, i.e., pre-test, dictation strategy training, dictogloss teaching experiment, post-test and questionnaire survey, is designed for the study to collect the authentic and valid data which are analyzed of both quantitative and qualitative dimensions to draw more convincing conclusions. Two classes of 80 sophomores in NWUN are chosen as subjects who are assigned to serve as either EG (class B6) or CG (class B5). Dictogloss training lasts 15 weeks, i.e., from September, 2010 to December, 2010. Both classes are taught by the researcher herself. Dictogloss teaching is conducted in listening and speaking class weekly and the corpora are selected from the self-built database by the researcher herself.The study results shows that: 1) dictogloss training has a positive effect on non-English majors'listening proficiency; 2) the students have a favorable attitude towards dictogloss practice, who generally considers that dictogloss is an effective approach in listening training. And then, several pedagogical implications are put forward, in hope of offering some benefits for listening education and self-access training for college students, especially those of national university. And, again, the limitations of the study are made unavoidable and future researches possible. |
