A Comparative Study on College English Listening Course.ppt

The Effect of Autonomous-Assisted Classroom Teaching on College English Listening Ability Beijing Institute of Tourism Fan Guangli phyllisfan@ 1 Introduction The development of network-based multimedia technology brings opportunities to the teaching of college English listening course. Many journal articles are for the idea that traditional classroom teaching can not meet the versatile needs of the new era. Some (Tian, 2007, Cheng et al 2006) even set up zero class-hour teaching model, aiming at promoting students’ language ability and forming self-study habits. And Professor Su Dingfang (2004) proposes that autonomous learning can not merely be regarded as independent study. Phil Benson (2005) Practices associated with the development of autonomy can be classified under six broad headings. resource-based approaches, technology-based approaches, learner-based approaches, classroom-based approaches, teacher-based approaches. On the basis of analyzing -- traditional listening course and autonomous listening practice -- students background and their language base -- requirement of their future work the following 2 hypotheses are put forward: (1) The complimentary model is preferred to foster students’ listening ability when their English is relatively at lower level (2) The combination of formative and summative assessment will enhance students’ self management and autonomous learning ability 2 Methodology 2.1 Subject Non-English major 4 year full-time students, 54% art, 46% science. 36% as 1 priority, 20% as supplement, 44% has lower score. Lower self assessment 　　 2.2 measurement 2 pairs of tests and a questionnaire 2.2.1 Pre-test vs. Level 1 Final Aims to decide the experimental group – 06 Management 3 (59) and 06 Food and Nutrition (64); and the control group – 06 Finance (61) and 06 Management 1 (64) Table 2: Level 1 Final 2.2.2 Level II Mid-term vs. Level II Final 2.3 Questionnaire 16 groups of multiple choice questions and 1 open question