Dissertation > Language, writing > FOREIGN > English > Language teaching

An Empirical Study on New-CET4 Listening Testing and Teaching

Author LeiMin
Tutor LiXiaoHui
School Wuhan University of Technology
Course Foreign Linguistics and Applied Linguistics
Keywords new-0ET4 (College English Test Band-4) communicative listening testing communicative listening teaching empirical study
CLC H319
Type Master's thesis
Year 2010
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Thanks to the globalization of world economy, cross-cultural communication between different language countries becomes more and more significant increasingly. New-CET4 has been brought birth under this background, playing a central role in terms of measuring and improving Chinese non-English-major college students’ English level. Compared with the old CET4, the current New-CET4 listening test aims at communication, but it has not been put into effect successfully. Therefore, it becomes the emphasis that has been studied in this paper.In order to build up students’authentic English communicative competence in different situations, this paper has explored the effective communication-oriented CET4 listening testing and teaching so as to answer for the social emerging and urgent requirements for communicative talents. It aims at New-CET4 listening testing and teaching, employs the combination of quantitative and qualitative data analysis based on the empirical studies upon 96 sophomore subjects with two different majors (one is science, the other is art) from Hubei University of Education. During the process of data collection, some social statistics instruments such as questionnaire, testing and interviews etc. have been employed and then all the data collected have been computed in SPSS (Statistical Program for Social Sciences).Through the empirical comparative studies both in horizontal and longitudinal direction, some findings have been discovered:Firstly, there are some problems existed in New-CET4 listening testing and teaching, centered on current CET4 listening test is not communication-centered, while striving for passing the exam becomes the end goal of listening teaching. Secondly, some effective reformations on testing have been justified., for example, the original short conversations are replaced by authentic English daily communicative situations and the length of which are changed into the combination of short, middle-length, and long in Section A; the appropriate subjective questions as well as short audio-news and video-episodes have been put into Section B; the title filling, partial topic sentence filling and key words filling replace the original sentence and words gap filling In Section C. Thirdly, the student-centered communicative listening teaching mode of "view-listen-imitate-interpret-evaluate" based on the principle of teaching students in accordance with aptitude, has been justified in terms of contributing to build up students’authentic communicative competence in different situations. Above all, only by the combination of CET4 communicative listening testing and teaching can it effectively speed up students’authentic English communicative competence.

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