The Application Of Reading Aloud In The Teaching Of English Listening For Vocational College Non-English Majors

In vocational English teaching and learning, listening plays a vital role not only in acquiring basic English knowledge, but gaining the actual value in the practical process of students’future career. However, there exists a large amount of problems in the teaching of vocational English listening, which has formed a sharp contrast with the importance of listening. For instance, teaching methods are tedium and monotonous because they are not updated in a timely manner. Moreover, vocational students possess relatively weak language knowledge base so it is liable for them to feel inferior. As a result, vocational students can not be positive and enthusiastic to English listening, which results in vicious influence in terms of English listening and even a state of standstill. Therefore, for the vocational English education, how to improve English listening comprehension is a crucial problem to be solved.As a traditional teaching activity and learning method, reading aloud has been paid much more attention for a long time. However, based on previous researches, the author finds that researches about applying reading aloud in the teaching of English listening are seldom involved. Furthermore, there are extremely few researches specially taking the vocational students with lower English proficiency as subjects to apply reading aloud in vocational English listening course and to explore the effects of reading aloud on English listening comprehension in vocational college. To explore the effective teaching methods of vocational English listening, it is necessary to apply reading aloud in the teaching of English listening.According to second language pedagogy, this research takes the Input Theory claimed by Stephen Krashen, Constructivism theory and some related theories on Neurological Linguistics as the theoretical foundation. The author takes104sophomores, majoring in Pharmacy from vocational college of Hubei University of Chinese Medicine as the research subjects. One class is treated as the Experimental Class, while the other class as the Control one. In the Experimental Class, a14-week teaching experiment with reading aloud applied in the English listening class is carried out while the author instructs the Control Class in a regular way. The author adopts test, questionnaire and interview as the research instruments to collect data, which are processed by the qualitative and quantitative methods.By the comparison between the Experimental Class and the Control Class, it can be indicated that it is feasible to apply reading aloud in the teaching of English listening for vocational students with lower English proficiency. It not only can arouse students’ interests in the learning of English listening, improve their learning habits and confidence, but plays a positive role in the improvement of listening comprehension. Therefore, from this research the pedagogic and learning implications for reading aloud applying in vocational English listening comprehension can be summarized. Vocational English teachers are provided reasonable solutions to the tough problems they have accounted for in English teaching and enjoy profound guiding significance on the future teaching of English listening.