A Study Of Application Of Opposite Approach In English Listening Teaching In Higher Vocational College

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 to70%. How to improve the learner’s listening proficiency and optimize higher vocational college English classroom education has become a key project of researchers. opposite approach, as one of the necessary perspectives, plays more and more important role in English listening teaching. Hence, opposite approach 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 w(?) which opposite approach of Professor Zhong Daolong has close relationship has been adopted in this study. In addition, based on five theories, i.e. input and output hypothesis, short-term memory theory, Collaborative Tasks and Met cognition Strategy, the author designs her own opposite approach lesson plan to investigate the effects of English majors’ listening proficiency in Zi Bo Normal College.A set of research procedures, i.e., pre-test, dictation strategy training, teaching questionnaire survey, post-test is designed for the study to collect the authentic and valid data which analyzed of both quantitative and qualitative dimensions to draw more convincing conclusions. Two classes of112sophomores in Zi Bo Normal College are chosen as subjects who are assigned to serve as either EC (class8) or CC (class6). opposite approach training lasts24weeks, i.e., from December,2009to December,2010. opposite approach 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) opposite approach training has a positive effect on English majors’listening proficiency;2) the students have a favorable attitude towards opposite approach practice, who generally considers that it 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 higher vocational college students. And, again, the limitations of the study are made unavoidable and future researches possible.