An Application Of The Dynamic Immersion Method To The Listening Instruction In Vocational Colleges

This thesis has studied an application of the Dynamic Immersion Method (DIM) to the listening instruction in vocational colleges. Listening is a primary tool for a learner who wants to study a language. How to help students to improve their English learning in the limited class time who are with weak English degrees, thus promote and enhance their interests and motivations to learn a foreign language, to form good habits of English learning, has always been the priority of English teaching in vocational colleges. As the first condition of English instruction, listening is a key and integral part of English learning.Constructed on dynamic immersion as well as Krashen’s monitor hypothesis theory (1982,1985) and Swain’s output hypothesis (1985), this paper has studied the following two main questions:1. To what extent does the DIM impact the effect of listening instruction? (This one is divided to be three aspects to answer with quantity and quality research ways in order to get a full understanding for it.)(1) Does DIM promote the students’interests in English learning?(2) Does DIM increase oral English interaction among students and teachers?(3) Does DIM aid students to form good listening habits?2. What role does the DIM play in students with various degrees?In this experiment, two parallel classes of freshmen were chosen in Hunan Post and Telecommunication College as subjects. Teaching experiment, personal interviews and classroom observation have been adopted as main approaches. After that the research data has been analyzed by taking the Reliability analysis, the Factor analysis, the Independent-Samples T-Test, the Paired-Samples T-Test, the NPar Tests and the One-way ANOVA. All of them are analyzed with the assistance of SPSS 21.0The discovering of this study runs as follows:(1) In the experimental class, after the experiment, there are significant changes in listening, meanwhile there are no such significance in the control class. Subjects increase their interests a lot and improve habits in learning English. The teacher feels the changing of the atmosphere for students’ learning, meanwhile, the frequency and using English has been increased for her own. (2) Students’test scores have been improved evidently in three groups of the subject class in which the middle group has achieved a progress, the highest score group has promoted obviously, and the lowest score group has a tremendous forward.The aim of this study is assisted to solve listening problems for students in vocational colleges from the aspect of the learners to explore their learning situation, to aid them to form good listening habits, to promote their English learning interests, and to lay a solid foundation for abilities of other languages in the future. Thus, hopefully it will promote the empirical research for foreign languages listening instruction, enhance to train more practical talents, and provide a model for language instruction in vocational colleges.