The Influence Of Genre On Alignment In English Speaking After Listening Task

Listening and speaking are an entirety.While in actual college English listening and speaking teaching,most teachers focus on listening ignoring speaking.Moreover,the main practice methods in college English listening and speaking class are retelling,role-playing and dubbing,and there is a lack of practice which combines input with output closely and requires students to create content independently.Speaking after listening teaching method is one of the teaching applications of the X-argument put forward by Professor Wang Chuming.This new English teaching method skillfully combines listening with speaking,which will help students to learn English well.At present,scholars often use narrative listening materials as the experimental materials of speaking after listening task,but there are few studies making a comparative study on the genre of listening materials in speaking after listening tasks.According to the X-argument,this research mainly discusses the differences in alignment and language error frequency produced in the continuation tasks of narrative and exposition.This thesis uses listening passages in College English Test Band 4 as the teaching materials.And it takes 35 students who are the non-English majors in the first grade of China Three Gorges University as the teaching subjects.The teaching experiment mainly relies on the weekly English listening and speaking class.The author selects a narrative or expository listening material to let participants do speaking after listening training once a week,which lasts for eight weeks.The participants fulfill four narrative-genre speaking after listening tasks and four expository-genre speaking after listening tasks.The database statistics are mainly the number of alignment of vocabulary and phrase and language error frequency of five types of language forms.After the preparatory works,eight consecutive weeks of teaching experiment and the transcription of the speaking results,comparative experiment and other research methods are used to analyze the statistics.The results show that: Expository-genre continuous speaking produces more alignment in vocabulary and phrases than narrative-genre continuous speaking while the latter produces more words than the former;expository-genre continuous speaking produces fewer language errors than the narrative-genre continuous speaking and the error frequencies of tense in the latter are significantly higher.Therefore,this research has several suggestions for teachers: Teachers should help students pay attention to the detail description and the use of tense in the listening material when use narrative speaking after listening task;teachers should use group discussion,brainstorming and other forms to introduce the detailed background knowledge under a certain topic first when use expository speaking after listening task.Overall,the application of speaking after listening teaching method to college English listening and speaking class has positive practical significance for English listening and speaking teaching in colleges.The research also delineates how listening material’s genre influences the alignment effect in the speaking after listening task.The findings deserve special consideration in English teaching and learning.Teachers should consider the influence of listening material’s genre on alignment effect in speaking after listening teaching,so as to scientifically and reasonably apply the teaching method.