A Study On The Influence Of Listening Task Design On Senior High School Students’ English Classroom Enjoyment

As one of the four main skills of language acquisition,listening is the primary prerequisite for meaningful communication,which can awaken people’s awareness of language,so its importance for language learning is self-evident.However,in the current senior high school English listening class,some students passively conduct listening practice for the purpose of getting good grades.The absence of authentic communicative context and interaction leads to dull classroom atmosphere and students’ low academic emotions,which hinders the effective improvement of listening ability.In recent years,with the development of the positive psychology movement,research on affective factors in the field of second language acquisition has also taken a positive shift,among which foreign language enjoyment is the most favored.Positive foreign language enjoyment is able to expand the boundary of thoughts and behaviors,effectively stimulate the willingness of classroom communication,and thus promote effective foreign language learning.In order to improve the current situation that senior high school English listening teaching ignores students’ intrinsic positive emotions,this study combines social constructivist learning theory and Nunan’s task design concept to design listening tasks to probe into their influence on students’ English enjoyment,so as to explore an effective way to improve students’ listening ability.On this basis,this study raises three research questions.First,what is the influence of listening task design on senior high school students’ English enjoyment? Second,what are the factors influencing senior high school students’ English enjoyment in listening task design? Third,does the improvement of English enjoyment influence the listening ability of senior high school students?Therefore,this study takes 95 students from two classes of the first grade of a senior high school in H City of Hubei Province as the research object,and conducts a three-month educational experiment where the experimental class carries out listening teaching by designing tasks while the control class follows traditional 3P listening teaching.SPSS 26.0 software is used to compare the English enjoyment scale and listening test data collected from the two classes before and after the experiment to explore the extent to which listening task design influences students’ English enjoyment and the change of listening ability.In addition,Nvivo 12.0 software is used to analyze the qualitative data of the questionnaire collected based on focused writing,so as to explore the factors influencing students’ enjoyment in the design of listening tasks.The result shows that listening task design can significantly improve students’ English enjoyment level,among which the improvement in the dimension of English learning is the most significant,followed by the dimension of peer support and teacher support.Besides,there are seven specific factors influencing students’ enjoyment in the listening task design,which are task activities,students’ perceived sense of achievement,input mode,teaching content,classroom organization,teacher support and peer support.At the same time,the improvement of students’ English enjoyment also promotes the obvious progress of listening performance.Based on the above findings,this study puts forward suggestions to promote the improvement of senior high school students’ English enjoyment from three dimensions of English learning,teacher support and student support.