An Experimental Study Of CBI To English Listening Teaching In E-commerce Major In Vocational&Technical College

English listening teaching acts an important role in English teaching. English listeninglearning is the combination of phonetic knowledge, vocabulary, sentences and complicatedpsychological process，so it has been regarded as a tough subject for many students.Vocational English listening teaching faces new challenges under the new situation because ofthe features of specialized education. These factors leads to the learners’ listening process areconfused and the content of emotional recognition is reduced, at the same time theinformation’s internalization has been weakened. Anxiety is one of the main reasons duringthe listening process. English teachers face such problems: the students’ listening ability tendsto be weak, lose confidence and interest in language learning. Initiative learning will begradually disappeared. In order to change this situation, vocational college English teachersare trying to find out suitable teaching methods for vocational students.The Content-Based Instruction (CBI) makes the students obtain necessary contentknowledge and technical ability while acquiring the linguistic knowledge. CBI integrates thelanguage learning with content learning. It has been already accepted by Chinese scholars inrecent years in view of its success in foreign language teaching. However, the research of theEnglish listening teaching in vocational school applying CBI is rare. So the purpose of thethesis is to investigate the effect of CBI on listening teaching and learning. The authorconducts an experimental research based on the theory of CBI. The subjects are the93sophomores of E-commerce major. They are divided into two classes—the experimental classand the control class. After17weeks experiments, the author wants to prove the hypotheses:(1) this teaching approach could improve the learners’ listening level;(2) CBI could improvethe proficiency of English for E-commerce;(3) this teaching method gives an impact onrelieving the listening anxiety. This research adopts the test, questionnaire and interviewmethod. By the statistical tool SPSS16.0, the author does the independent samples t-test forEnglish listening test and paired samples t-test for the anxiety. The results of independentsamples t-test proves that CBI teaching approach is feasible for improving the scores oflistening. The paired sample test’s result is not significant because the impact factors are socomplicated so the author has an interview based on the achievements. The interview results shows that the CBI teaching approach is a kind of feasible method for improving the learners’listening ability and proficiency of English for E-commerce, and it has effectiveness forrelieving the listening anxiety.This research reveals that CBI is an impressive teaching approach for learners and it hasinfluence on both language skills and proficiency of English for E-commerce. Especially itcan reduce the anxiety when having English listening class. The author finds that the CBIteaching approach is a promising teaching concept through the detailed research. It will bemore and more attractive to the education workers.