| In the context of globalization,English has become an important means of work and communication.A growing number of jobs require people to be skilled in the use of English.The Guidelines on College English Teaching released by the Ministry of Education(2017)pointed out that:"As apart of humanistic education in colleges and universities,college English curriculum has both instrumental and humanistic characteristics." As far as instrumentality is concerned,the college English curriculum aims to promote and expand English teaching at the basic education level.Its main purpose is to further improve students’ listening,speaking,reading,writing and translation abilities.However,many colleges and universities have failed to meet the requirements of the guidelines and the social development in terms of teaching hours and methods.In recent years,many scholars in China have been exploring effective methods for teaching daily English listening from the perspective of interpretative theory and practice,trying to tap into the similarities between interpreting listening training and traditional listening training in order to stimulate students’ interest in learning,improve their learning efficiency as well as teaching outcomes.However,according to the status quo of college English teaching,we can seldom find innovative listening courses for non-English majors.The application of suitable interpreting listening training is rarely mentioned.Based on the theory of sense,this research expounds the concept of interpretation and the nature of listening comprehension tailored for interpreting,and explores differences and similarities between the training of listening comprehension in its traditional sense and that which is tailored for interpreting.On the other hand,this research,based on training methods,designs a teaching scheme of listening comprehension for undergraduate college students.An experiment is carried out to answer the following questions:1.Whether training of listening comprehension tailored for interpreting from the perspective of the theory of sense is suitable for the teaching of college English listening?2.Whether training of listening comprehension tailored for interpreting is more effective than traditional listening training?Two parallel classes which consist of 20 students in the experiment are randomly selected from Logistics Engineering Major(2016)in the author’s university.The students are randomly assigned to the experimental group and the control group,with 10 in each group.The main teaching material is Listening&Speaking Course 2 of New Vision College English.A pre-test and a post-test are organized before and after the 12-week experiment and the data are analyzed by SPSS 17.0.The pre-test is used to measure whether the English abilities of the two groups are similar or not.The independent sample t test after the pre-test proves that there is no significant difference between the two groups.Listening comprehension tailored for interpreting is then used with the experimental group,whilst the traditional listening teaching method is used with the control group.The independent sample t test for the post-test shows that there are significant differences between the two groups.In other words,the experimental group outperforms the control group.Results indicate that listening comprehension tailored for interpreting not only applies to undergraduate non-English majors but is more effective than traditional listening methods as well.This paper consists of six chapters.The first chapter is an introduction.The second chapter is literature review.The third chapter is theoretical framework.The fourth chapter discusses the application of listening comprehension tailored for interpreting in the teaching of college English listening.The fifth chapter is experimental study which analyzes the experimental process and results.The sixth chapter makes a summary of the experiment and highlights the problems and shortcomings as well as the implications for future study.After the post-test,the author organizes interviews with students.These interviews are to evaluate effectiveness in terms of acceptance of the experimental course,students’ adaptability to listening comprehension tailored for interpreting,and suggestions for the course.According to the feedback,the author finds that the students in the experimental group are more motivated in class,and generally feel that the experiment course is more interesting and efficient than previous listening courses. |
