An Empirical Study Of Contextualized English Listening Teaching In Minority Senior High School

Listening is one of the important skills in English learning process.Listening is a part of input and also an index to evaluate learners’ language competence.But listening learning is a prominent problem that troubles most English learners.Solving the problem will contribute to the improvement of students’ listening comprehension ability and their comprehensive English skills.In senior high school English listening teaching,there are two main problems.Firstly,teachers don’t focus on skills training but language knowledge teaching,and pay little attention to the training of critical thinking.There are few teachers positively using contextual instructions to train students.Secondly,students lack real context.They don’t understand the intention of speakers,so that they are in an anxious situation.If it lasts for long time,it is likely to cause them to fear about listening and finally lose their confidence in listening.The thesis takes the research of contextualized teaching method as guideline,combining the author’s teaching experience,to improve listening ability of minority high school students.The research took two Grade-Three ordinary classes from Ziyun Minority Senior High School,Ziyun County,Anshun as subjects——Class 21 is the Experimental Class and Class 20 is the Control Class,using questionnaire,interviews,tests as research instruments in order to prove the efficiency of contextualized listening teaching in minority senior high school.In the experimental process,contextualized teaching was used in Experimental Class,but in the Control Class,the students were taught in a method frequently used by teachers in Ziyun Minority Senior High School.Before the experiment,a questionnaire was done to compare the number of minority students,the obstacles in listening of the two classes.And an interview of teachers was done to know the current situation of Ziyun Minority Senior High School listening teaching method.At last,a pretest was done to test the listening level of the two classes.After the experiment,a post-test was done and 10 students were chosen from experimental class for an interview.Excel and SPSS20.0 were used to make a quantitative analysis.The result showed that both the listening level and listening strategies of experimental class have been greatly improved.The implication of the research is that in English teaching teachers should combine contextual information to enlarge students’ background knowledge and train students’ prediction ability to improve students’ listening comprehension competence.