Application Of The Flipped Classroom Teaching In College English Listening And Speaking Classes

With the development of Khan academy, kinds of public courses, MOOC educational resources and the coming of the “Internet +” era, the flipped classroom, a brand-new educational concept and method originating from America, is getting more global educational concern and attention. The flipped classroom teaching mode mainly embodied three stages, that is, “transmission of knowledge before class”, “knowledge internalization in class”, “knowledge sublimation after class”. During the research process, the research finds it has been for years to face the high-input and low-output dilemma in listening and speaking teaching, in which what most of students learnt is “dumb English” and “deaf English”. Based on the Bloom’s teaching theory, Paivio’s dual-coding theory, constructivist learning theory and output hypothesis theory, the research puts forward a more specific teaching model in listening and speaking class on the basis of Robert’s flipped classroom teaching model and tries to apply it to listening and speaking class in order to study whether the flipped classroom teaching can compensate to the deficiencies mentioned above.This research aims to explore the following questions:(1) Can the flipped classroom teaching improve students’ listening and speaking proficiency?(2) Can the flipped classroom teaching promote students’ willingness to communicate?(3) What are students’ perceptions of the flipped classroom teaching?During the experiment process, the researcher chose class 1 which has 35 males and 1 female and class 2which has 31 males and 7 females as the two parallel classes majoring in electrical engineering and the automatization in a university in the western region. Based on the listening and speaking textbook and combining the course resources on School Online platform, the researcher conduct the experiment. The control class adopted the traditional task-based model. After the experiment, the questionnaires, tests and other instruments are used to compare the students’ listening and speaking proficiency, the tendency of unwillingness to communicate between the EC and CC. After the analysis of SPSS 20.0, we can make a conclusion that the flipped classroom can significantly develop listening and speaking proficiency and promote the students’ willingness to communicate in one semester as well as being accepted by most of students in the EC.The study can provide validated, quantitative and qualitative evidence on whether the flipped classroom can develop students’ listening and speaking skills more efficiently, promote students’ willingness to communicate and was more engaging to students. Besides the flipped classroom teaching model will provide some practical and theoretical references for front-line teacher, inspire some new teaching ideas and inspirations,enrich the teaching methods, improve the existing deficiencies in English listening and speaking teaching, make up the western region gap for flipped classroom application research in teaching, consequently further promote the flipped classroom practice exploration from breadth and depth in the field of English teaching.