An Empirical Research On English Listening Teaching In Rural Junior Middle School Under The Guidance Of Indirect Speech Acts Theory

With the development of English education,people are becoming more and more aware of the importance of listening and speaking skills.Listening is so important in English teaching,learning and communication.As we all know,English teaching in our education,especially in rural areas,has emphasized reading and writing,relatively ignoring listening and speaking.Chinese students,especially those in rural areas,show their difficulties in listening learning.The aim of the listeners is to accurately obtain the information conveyed by the speakers,which includes the surface meaning and the intended meaning of the speakers.Indirect Speech Act Theory,which deeply explains the intended meaning,has been widely applied to listening teaching,but the empirical research on English listening teaching in rural junior middle schools is limited.This paper will analyze problems appearing in English listening teaching in rural junior middle schools,verify whether the application of indirect speech acts theory to rural junior middle school English listening teaching can benefit students and provide the suggestions for the rural junior middle school English teachers.In order to guarantee the reliability and validity of the research,the author adopts experimental research to verify.During the research,the author uses SPSS to conduct the statistic analysis.Then the major findings are as follows:Rural junior middle school English listening teaching plans guided by the indirect speech acts theory can improve students' listening comprehension ability.The findings indicate that the application of indirect speech acts theory to rural junior middle school English listening teaching is feasible and efficient in a way.Then this study provides some suggestions for rural junior middle school English listening teaching.Finally,this study also puts forward some recommendations for further research.