An Applied Research On Listening Teaching Design Based On English Disciplinary Competence In Senior High Schools

As one of the core activities of English discipline,listening plays an essential role in English learning.The revised National English Curriculum Standards of Senior High School(2017 Edition)points out that the purpose of English curriculum in senior high school is to develop students’ core literacy in English and advocates EFL teachers to practice the view of activity-based English learning.Disciplinary competence is one of the keys to develop students’ core literacy.To develop students’ disciplinary competence,it is suggested that we should design various and stratified learning tasks and activities based on elements of disciplinary competence.However,based on the literature review and observations of English listening classes,the researcher found that English listening teaching in senior high schools is simplified in process,monotonous in form,test-oriented and lack of teaching design,which is not conducive to the improvement of students’ disciplinary competence.Therefore,this study refers to the elements and performance indicators of English disciplinary competence,conducts experimental research in real teaching,and tries to propose new ideas of designing English listening teaching.The researcher attempts to provide some theoretical and practical references for the design of listening teaching in the context of the new curriculum reform and hopes that listening teaching plays its due role in the process of developing students’ core literacy.Based on the theories of humanistic education,Krashen input hypothesis and affective filter hypothesis,as well as the core literacy in English,the researcher takes the current situation of listening teaching into consideration and applies the teaching design based on English disciplinary competence to English listening classes in a senior high school.Before the experiment,through questionnaires and pretests,two parallel classes of senior one in a public high school were selected.There were 45 students in the experimental class and 47 students in the control class.In the process of the experiment,the listening teaching of the experimental class is designed and implemented based on the elements and performance indicators of English disciplinary competence and the teaching design is constantly improved through classroom observations while the control class adopts the previous listening teaching mode.In the post experiment stage,the two classes were tested and investigated by questionnaires again,and the students in the experimental class were interviewed.Finally,the experimental conclusions were drawn by sorting,comparing and analyzing the collected data.The conclusions of the study show that listening teaching design based on the elements and performance indicators of English disciplinary competence can have a positive impact on students’ emotional attitude towards listening,help them to overcome difficulties and generally improve their disciplinary competence in practice.This study accordingly suggests the new ideas of designing listening teaching as the following:(1)to strengthen the study of listening discourse and set reasonable teaching objectives;(2)to design activities aimed at English disciplinary competence elements and solve problems;(3)to connect with real life and use language by transferring knowledge and being innovative.This study is meaningful to the English listening teaching in senior high school to some extent,but there are still some deficiencies,which need to be further tested and improved in future researches.