The Effect of Autonomous-Assisted Classroom Teaching on College English Listening Ability

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The Effect of Autonomous-Assisted Classroom
Teaching on College English Listening Ability

• Beijing Institute of Tourism
• Fan Guangli
• phyllisfan_at_hotmail.com

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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.

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• 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.

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• 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.

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• 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

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• (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

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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

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Table 1 Pretest Scores

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• 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)

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Table 2 Level 1 Final
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• 2.2.2 Level II Mid-term vs. Level II Final

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• 2.3 Questionnaire
• 16 groups of multiple choice questions and 1
  open question
• -- Starting year of their formal listening
  course
• -- Main approaches of English learning outside
  class
• -- Main strategies applied in learning listening
• -- Their self assessment
• -- Their attitudes towards autonomous listening
  and classroom teaching etc.

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• 44.1 no formal listening course
• 13.8 from senior high school
• 34.5 from middle school
• 7.6 from primary school

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• 2.4 Steps
• 2.4.1 preparatory steps

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Table 4 Range Analysis
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• 2.4.2 Implementation
• Experimental group
• Normal class after-class autonomous study
• Control group
• Normal class every other week
• Autonomous study every other week

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• 2.4.3 Material
• -- Listening
• -- Role play
• -- Oral practice
• From Level 0 Level 9
• Each level has 15-20 units
• Level 3-6 correspond to CET 1-4

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• 2.5 Assessment
• Daily score 40 from self study
• Mid-term 20 from outside school
• Final 40 mostly from outside school

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3 Conclusion

• -- More time to do listening
• -- Form good self study habits
• -- Higher score
• -- Pay more attention to basic skills

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Weaknesses

• Pretest vs. Posttest
• Daily score

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References

• (?)??.????????M.????????????.2005.11
• ??,???.???????????J.?????.2006.21
• ???.???????????M.???????????,2004
• ???.???????????????????J. ??????.2007.1
• ??,???,???,???.????????????????????????????J.???
  ????.2005.11
• ???,???.???????????????????????.J????????(??????
  ?)2007.2

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• Thank you!