论民办高校大学英语第二课堂建设的必要性—基于克拉申二语习得理论分析.doc

1、本科毕业论文题目论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析英文题目THENECESSITYOFTHECONSTRUCTIONONSECONDCLASSENGLISHTEACHINGINPRIVATECOLLEGESBASEDONTHEANALYSISOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITION学院西方语言学院专业英语姓名学号指导教师2010年4月28日THENECESSITYOFTHECONSTRUCTIONONSECONDCLASSENGLISHTEACHINGINPRIVATECOLLEGESBASEDONTHEANALYSI

2、SOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITIONABSTRACTATTHEBEGINNING,THISPAPERGENERALLYANALYSESTHEFIVEHYPOTHESESOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITIONINTHESECONDPART,ITTALKSABOUTTHEEXISTINGPROBLEMSOFCOLLEGEENGLISHTEACHINGINPRIVATESCHOOLS,ANDEMPHASESONTHENECESSITYOFTHEREFORMOFCOLLEGEENGLISHTEACHIN

3、GSEENFROMKRASHENSINPUTHYPOTHESISANDAFFECTIVEFILTERHYPOTHESIS,THISPAPEREXPLORESTHENEWMODELSOFPRIVATECOLLEGEENGLISHTEACHINGREFORMS,ANDPUTSFORWARDTHECONCEPTIONOFSECONDCLASSBASEDONALLTHESEFOUNDATION,ITILLUSTRATESTHENECESSITIESOFSECONDCLASSCONSTRUCTIONINPRIVATECOLLEGEENGLISHTEACHING,ANDPROVIDESAVARIETYOF

4、ORGANIZATIONALFORMSANDCREATIVEIDEASOFTHESECONDCLASSOFENGLISHTEACHINGINCOLLEGESATLAST,ITMAKESTHECONCLUSIONTHATENGLISHASASECONDCLASSISNOTONLYAFORMOFENGLISHLEARNING,BUTALSOASTRONGCOMPLEMENTTOFIRSTCLASSENGLISHTEACHINGWHICHPLAYSANIMPORTANTROLEINPRIVATECOLLEGEENGLISHTEACHINGKEYWORDSKRASHENSTHEORYPRIVATECO

5、LLEGESCOLLEGEENGLISHSECONDCLASS论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析摘要本文着重从克拉申提出的输入假设和情感过滤假设角度出发，探求民办高校中大学英语教学的改革建设新模式，提出了大学英语第二课堂的概念，分析出在民办高校中开展第二课堂建设的必要性，并提出了多种切实可行的发展第二课堂的组织形式。大学英语第二课堂不仅是一种英语学习形式，也是对第一课堂的有利补充，这在民办高校的英语教学改革中扮演重要角色。关键词克拉申理论民办高校大学英语第二课堂CONTENTSABSTRACT2KEYWORDS2摘要2关键词21INTRODUCTION12DESC

6、RIPTIONOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITION121THEINTRODUCTIONOFKRASHENSTHEORY1211THEACQUISITIONLEARNINGDISTINCTION2212THEMONITORHYPOTHESIS2213THENATURALORDERHYPOTHESIS3214THEINPUTHYPOTHESIS3215THEAFFECTIVEFILTERHYPOTHESIS422THEAPPLICATIONSOFKRASHENSTHEORY4221ADVANTAGESOFTHELANGUAGESTRUCTUREST

7、UDY4222CONDITIONSOFTHEIMPROVEMENTOFLISTENINGCOMPREHENSION53THEPROBLEMSEXISTINGINPRIVATECOLLEGEENGLISHTEACHINGANDTHEINSPIRATIONOFKRASHENSTHEORY631THEPROBLEMSEXISTINGINPRIVATECOLLEGEENGLISHTEACHING6311THECURRENTTEACHINGMATERIALSAREOLD7312THETEACHINGTIMEARRANGEDISNOTSCIENTIFIC7313THETEACHINGMETHODISSIN

8、GLESTUDENTSARELACKOFINTEREST8314TEACHINGEQUIPMENTSARENOTADVANCED832THEINSPIRATIONOFKRASHENSTHEORYTHECONSTRUCTIONOFSECONDCLASS9321THEINSPIRATIONOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITION9322THECONCEPTIONOFTHESECONDCLASSANDTHENECESSITYOFITSDEVELOPMENT93221THECONCEPTIONOFTHESECONDENGLISHCLASS103222THE

9、NECESSITYOFTHEDEVELOPMENTOFTHESECONDCLASS114THEEFFECTIVEFORMSOFTHESECONDCLASSINCOLLEGEENGLISHTEACHING1241THEEFFECTIVEFORMSOFTHESECONDCLASS12411THEORGANIZATIONOF“ENGLISHCORNER”12412THEORGANIZATIONOFENGLISHASSOCIATION12413THEUSEOFSCHOOLRADIOSTATIONS13414THEORGANIZATIONOFENGLISHDRAMAACTIVITIES13415THEC

10、ELEBRATIONOFENGLISHCULTUREFESTIVALS1342MEASURESTOKEEPTHEEFFECTOFTHESECONDCLASS135CONCLUSIONS15REFERENCES16ACKNOWLEDGEMENTS1711INTRODUCTIONSTEPHENKRASHENISANEXPERTINTHELINGUISTICSFIELD,SPECIALIZINGINTHEORIESOFLANGUAGEACQUISITIONANDDEVELOPMENTMUCHOFHISRECENTRESEARCHHASINVOLVEDTHESTUDYOFNONENGLISHANDBI

11、LINGUALLANGUAGEACQUISITIONKRASHENSWIDELYKNOWNANDWELLACCEPTEDTHEORYOFSECONDLANGUAGEACQUISITIONHASHADALARGEIMPACTINALLAREASOFSECONDLANGUAGERESEARCHANDTEACHINGSINCETHE1980SHISFIVEHYPOTHESESHAVEBEENAPPLIEDTOMANYAREASOFLANGUAGETEACHING,ESPECIALLYCOLLEGEENGLISHTEACHINGWITHTHECONTINUINGDEVELOPMENTOFCOLLEGE

12、ENGLISHTEACHINGREFORM,THEMODERNUNIVERSITYANDCOLLEGEENGLISHTEACHINGMETHODSHAVEUNDERGONETREMENDOUSCHANGESTEACHERSANDSTUDENTSARENOLONGERSATISFIEDWITHTHESINGLETRADITIONALCLASSROOMTEACHINGMODETOMEETTHEREQUIREMENTSOFRAPIDDEVELOPMENTINTODAYSSOCIETY,THEMAJORITYOFTEACHERSANDSTUDENTSAREACTIVELYENGAGEDINAVARIE

13、TYOFSECONDENGLISHCLASSACTIVITIESTHECONSTRUCTIONOFSECONDCLASSINENGLISHTEACHINGISAGOODEXAMPLEOFTHEAPPLICATIONOFTHEINPUTHYPOTHESISANDTHEAFFECTIVEFILTERHYPOTHESISTHESECONDCLASSPAYSMOREATTENTIONONSTUDENTCENTEREDCLASSTEACHINGWHICHCOULDMEETSTHEREQUIREMENTOFEVERYSTUDENTSDEVELOPMENT,ANDPROVIDESMUCHRICHERLEAR

14、NINGCONTENTSTHANTHECURRICULARTEACHINGMETHODS,ANDITISALSOWITHOUTTHERESTRICTIONSOFTIMEANDPLACESINCETHEREAREMANYPROBLEMSOFTHEENGLISHTEACHINGINPRIVATECOLLEGES,THESECONDCLASSOFENGLISHTEACHINGISAPERFECTMODELTOSOLVETHESEPROBLEMSINPRIVATECOLLEGES,LEADERSANDTEACHERSSHOULDGIVEENOUGHATTENTIONTOTHECONSTRUCTIONO

15、FSECONDCLASS,ANDTRYTOBUILDANEWEVALUATIONMODETOACHIEVETHEGOALOFTHEIMPROVEMENTOFTHETEACHINGQUALITYTHEREAREASERIESOFWAYSTOSTARTTHESECONDCLASSACTIVITIES,SUCHASENGLISHCORNER,ENGLISHDRAMACLUBANDSOONTHEMAINPURPOSEOFTHECONSTRUCTIONOFSECONDCLASSISTOCREATEARELAXINGANDHARMONIOUSLANGUAGELEARNINGENVIRONMENTTHATC

16、OULDREDUCETHELEARNERSPRESSURE,WHICHISAREFLECTIONOFKRASHENSAFFECTIVEFILTERHYPOTHESIS2DESCRIPTIONOFKRASHENSTHEORYOFSECONDLANGUAGEACQUISITION21THEINTRODUCTIONOFKRASHENSTHEORY2KRASHENSTHEORYOFSECONDLANGUAGEACQUISITIONCONSISTSOFFIVEMAINHYPOTHESESTHEACQUISITIONLEARNINGHYPOTHESIS；THEMONITORHYPOTHESIS；THENA

17、TURALORDERHYPOTHESIS；THEINPUTHYPOTHESIS；ANDTHEAFFECTIVEFILTERHYPOTHESIS211THEACQUISITIONLEARNINGDISTINCTIONTHEACQUISITIONLEARNINGDISTINCTIONISTHEMOSTFUNDAMENTALPARTOFALLTHEHYPOTHESESINKRASHENSTHEORYANDTHEMOSTWIDELYKNOWNONEAMONGLINGUISTSANDLANGUAGEPRACTITIONERSTHEREARETWOINDEPENDENTSYSTEMSOFSECONDLAN

18、GUAGEPERFORMANCE“THEACQUIREDSYSTEM”AND“THELEARNEDSYSTEM”KRASHEN,1981THE“ACQUIREDSYSTEM”OR“ACQUISITION”ISTHEPRODUCTOFASUBCONSCIOUSPROCESSTHATVERYSIMILARTOTHEPROCESSCHILDRENUNDERGOWHENTHEYACQUIRETHEIRFIRSTLANGUAGEITREQUIRESMEANINGFULINTERACTIONINTHETARGETLANGUAGENATURALCOMMUNICATIONINWHICHSPEAKERSAREN

19、OTCONCENTRATEDINTHEFORMOFTHEIRUTTERANCES,BUTINTHECOMMUNICATIVEACTTHE“LEARNEDSYSTEM”OR“LEARNING”ISTHEPRODUCTOFFORMALINSTRUCTIONANDITCOMPRISESACONSCIOUSPROCESSWHICHRESULTSINCONSCIOUSKNOWLEDGEABOUTTHELANGUAGE,FOREXAMPLEKNOWLEDGEOFGRAMMARRULESACCORDINGTOKRASHEN“LEARNING”ISLESSIMPORTANTTHAN“ACQUISITION”2

20、12THEMONITORHYPOTHESISTHEMONITORHYPOTHESISEXPLAINSTHERELATIONSHIPBETWEENACQUISITIONANDLEARNING,ANDITDEFINESTHEINFLUENCEOFTHELATTERONTHEFORMERTHEMONITORINGFUNCTIONISTHEPRACTICALRESULTOFTHELEARNEDGRAMMARTHEACQUISITIONSYSTEMISTHEUTTERANCEINITIATOR,WHILETHELEARNINGSYSTEMPERFORMSTHEROLEOFTHE“MONITOR”ORTH

21、E“EDITOR”KRASHEN1981THE“MONITOR”ACTSINAPLANNING,EDITINGANDCORRECTINGFUNCTIONWHENTHREESPECIFICCONDITIONSAREMETTHATIS,THESECONDLANGUAGELEARNERHASSUFFICIENTTIMEATHIS/HERDISPOSAL,ANDHE/SHEFOCUSESONTHEFORMORTHINKSABOUTTHECORRECTNESS,ANDHE/SHEKNOWSTHERULEITAPPEARSTHATTHEROLEOFCONSCIOUSLEARNINGISSOMEWHATLI

22、MITEDINSECONDLANGUAGEPERFORMANCEACCORDINGTOKRASHEN,THEROLEOFTHEMONITORISBEINGUSEDONLYTOCORRECTDEVIATIONSFROM“NORMAL”SPEECHANDTOGIVETHESPEECHAMORE“POLISHED”APPEARANCE3KRASHEN1982ALSOSUGGESTSTHATTHEREISINDIVIDUALVARIATIONAMONGLANGUAGELEARNERSWITHREGARDTO“MONITOR”USEHEDISTINGUISHESTHOSELEARNERSTHATUSET

23、HE“MONITOR”ALLTHETIMEOVERUSERSTHOSELEARNERSWHOHAVENOTLEARNEDORWHOPREFERNOTTOUSETHEIRCONSCIOUSKNOWLEDGEUNDERUSERSANDTHOSELEARNERSTHATUSETHE“MONITOR”APPROPRIATELYOPTIMALUSERSANEVALUATIONOFTHEPERSONSPSYCHOLOGICALPROFILECANHELPTODETERMINEWHATGROUPTHEYBELONGTOUSUALLYEXTROVERTSAREUNDERUSERS,WHILEINTROVERT

24、SANDPERFECTIONISTSAREOVERUSERSLACKOFSELFCONFIDENCEISFREQUENTLYRELATEDTOTHEOVERUSEOFTHE“MONITOR”213THENATURALORDERHYPOTHESISTHENATURALORDERHYPOTHESISISBASEDONRESEARCHFINDINGSDULAYFATHMAN,1975MAKINO,1980CITEDINKRASHEN,1987WHICHSUGGESTEDTHATTHEACQUISITIONOFGRAMMATICALSTRUCTURESFOLLOWSA“NATURALORDER”WHI

25、CHISPREDICTABLEFORAGIVENLANGUAGE,SOMEGRAMMATICALSTRUCTURESTENDTOBEACQUIREDEARLYWHILEOTHERSLATETHISORDERSEEMEDTOBEINDEPENDENTOFTHELEARNERSAGE,CONDITIONSOFEXPOSURE,ANDALTHOUGHTHEAGREEMENTBETWEENINDIVIDUALACQUIRERSWASNOTALWAYSONEHUNDREDPERCENTINTHESTUDIES,THEREWERESTATISTICALLYSIGNIFICANTSIMILARITIESTH

26、ATREINFORCEDTHEEXISTENCEOFANATURALORDEROFLANGUAGEACQUISITIONKRASHEN,HOWEVER,POINTSOUTTHATTHEIMPLICATIONOFTHENATURALORDERHYPOTHESISISNOTTHATALANGUAGEPROGRAMSYLLABUSSHOULDBEBASEDONTHEORDERFOUNDINTHESTUDIESINFACT,HEREJECTSGRAMMATICALSEQUENCINGWHENTHEGOALISLANGUAGEACQUISITION214THEINPUTHYPOTHESISTHEINPU

27、THYPOTHESISISKRASHENSATTEMPTTOEXPLAINHOWTHELEARNERACQUIRESASECONDLANGUAGEINOTHERWORDS,THISHYPOTHESISISKRASHENSEXPLANATIONOFHOWSECONDLANGUAGEACQUISITIONTAKESPLACESO,THEINPUTHYPOTHESISISONLYCONCERNEDWITH“ACQUISITION”NOT“LEARNING”THELEARNERIMPROVESANDPROGRESSESALONGTHE“NATURALORDER”WHENHE/SHERECEIVESSE

28、CONDLANGUAGE“INPUT”THATISONESTEPBEYONDHIS/HERCURRENTSTAGEOFLINGUISTICCOMPETENCEKRASHEN,1981FOREXAMPLE,IFALEARNERISATASTAGE“I”,THENACQUISITIONTAKESPLACEWHENHE/SHEISEXPOSEDTO“COMPREHENSIBLEINPUT”THATBELONGSTOLEVEL“I1”SINCENOTALLOFTHELEARNERSCANBEATTHESAMELEVELOFLINGUISTICCOMPETENCEATTHESAMETIME,KRASHE

29、NSUGGESTSTHATNATURALCOMMUNICATIVEINPUTISTHEKEYTODESIGNASYLLABUS,ENSURINGINTHISWAYTHATEACH4LEARNERWILLRECEIVESOME“I1”INPUTTHATISAPPROPRIATEFORHIS/HERCURRENTSTAGEOFLINGUISTICCOMPETENCE215THEAFFECTIVEFILTERHYPOTHESISFINALLY,THEFIFTHHYPOTHESIS,THEAFFECTIVEFILTERHYPOTHESISEMBODIESKRASHENSVIEWTHATANUMBERO

30、F“AFFECTIVEVARIABLES”PLAYAFACILITATIVE,BUTNONCAUSALROLEINSECONDLANGUAGEACQUISITIONTHESEVARIABLESINCLUDEMOTIVATION,SELFCONFIDENCEANDANXIETYKRASHENCLAIMSTHATLEARNERSWITHHIGHMOTIVATION,SELFCONFIDENCE,AGOODSELFIMAGE,ANDALOWLEVELOFANXIETYAREBETTEREQUIPPEDFORSUCCESSINSECONDLANGUAGEACQUISITIONLOWMOTIVATION

31、,LOWSELFESTEEM,ANDDEBILITATINGANXIETYCANCOMBINETO“RAISE”THEAFFECTIVEFILTERANDFORMA“MENTALBLOCK”THATPREVENTSCOMPREHENSIBLEINPUTFROMBEINGUSEDFORACQUISITIONINOTHERWORDS,WHENTHEFILTERIS“UP”ITIMPEDESLANGUAGEACQUISITIONONTHEOTHERHAND,POSITIVEAFFECTISNECESSARY,BUTNOTSUFFICIENTONITSOWNFORACQUISITIONTOTAKEPL

32、ACE22THEAPPLICATIONSOFKRASHENSTHEORY221ADVANTAGESOFTHELANGUAGESTRUCTURESTUDYACCORDINGTOKRASHEN,THESTUDYOFTHESTRUCTUREOFTHELANGUAGEHASGENERALEDUCATIONALADVANTAGESANDVALUESTHATHIGHSCHOOLSANDCOLLEGESMAYWANTTOINCLUDEINTHEIRLANGUAGEPROGRAMSTHEONLYINSTANCEINWHICHTHETEACHINGOFGRAMMARCANRESULTINLANGUAGEACQU

33、ISITIONANDPROFICIENCYISWHENTHESTUDENTSAREINTERESTEDINTHESUBJECTANDTHETARGETLANGUAGEVERYOFTEN,WHENTHISOCCURS,BOTHTEACHERSANDSTUDENTSARECONVINCEDTHATTHESTUDYOFFORMALGRAMMARISESSENTIALFORSECONDLANGUAGEACQUISITION,ANDTHETEACHERISSKILLFULENOUGHTOPRESENTEXPLANATIONSINTHETARGETLANGUAGESOTHATTHESTUDENTSCOUL

34、DUNDERSTANDINOTHERWORDS,THETEACHERSTALKMEETSTHEREQUIREMENTSFORCOMPREHENSIBLEINPUTANDPERHAPSWITHTHESTUDENTSPARTICIPATION,THECLASSROOMBECOMESASUITABLEENVIRONMENTFORACQUISITIONTHEFILTERISLOWINREGARDTOTHELANGUAGEOFEXPLANATION,ASTHESTUDENTSCONSCIOUSEFFORTSAREUSUALLYONTHESUBJECTMATTERANDONWHATISBEINGTALKE

35、DABOUTNOTTHEMEDIUMINEFFECT,BOTHTEACHERSANDSTUDENTSAREDECEIVINGTHEMSELVESTHEYBELIEVETHATITISTHESUBJECTMATTERITSELF,THESTUDYOFGRAMMARISRESPONSIBLEFORTHESTUDENTSPROGRESS,BUTINREALITYTHEIR5PROGRESSISCOMINGFROMTHEMEDIUMANDNOTFROMTHEMESSAGEANYSUBJECTMATTERTHATHELDTHEIRINTERESTWOULDDOJUSTASWELL222CONDITION

36、SOFTHEIMPROVEMENTOFLISTENINGCOMPREHENSIONACCORDINGTOKRASHENS“ASSUMPTION”THEORY,THESECONDLANGUAGEACQUISITIONTHEORYOFLISTENINGSTRATEGIESISTHEIMPROVEMENTOFLISTENINGCOMPREHENSIONTHATDEPENDSONTHREECONDITIONSTHEFIRSTCONDITIONISTHESELECTIONOFLISTENINGMATERIALSACCORDINGTOKRASHENSCOMPREHENSIBLEINPUTHYPOTHESI

37、S,LISTENINGMATERIALSSHOULDBEGRADUALLYDEEPENED,FROMEASYTODIFFICULTNONENGLISHMAJORSTUDENTSGENERALLYHAVENOTRECEIVEDFORMALVOICETRAINING,SOSOMEOFTHEIRPRONUNCIATIONISFULLOFMISTAKESCLEARLY,THEWRONGPRONUNCIATIONSMISLEADTHESTUDENTSDURINGTHELISTENING,IFTHERECEIVEDWRONGMESSAGEPRODUCEALONGTERMSTIMULUS,ITWILLRES

38、ULTINTRANSMISSIONOFINFORMATIONBARRIERSORINFORMATIONTRANSMISSIONERRORSINTHEPROCESSOFLISTENING,IFTHESTUDENTSENCOUNTERANEWORDIFFICULTSENTENCE,THEYWILLBEVERYNATURALTOFOCUSONTHESEWORDSORSENTENCES,WHICHWOULDTRANSFERTHELISTENERSCONCENTRATIONSOTHATTHEYCANNOTKEEPUPWITHTHESPEEDOFTHESPEAKER,SOASTOOBSTRUCTTHECO

39、NTENTOFWHATTHEYHEARDANDUNDERSTOODTHEREFORE,THECHOICEOFLISTENINGMATERIALSSHOULDFOLLOWSTEPBYSTEP,FROMTHEPHRASETOALONGSENTENCE,FROMSENTENCETOTHEESSAY,FROMTHEESSAYTOTHESCENEDIALOGUEANDTHEWORDSAPPEARINTHELISTENINGMATERIALSSHOULDBEFAMILIARTOSTUDENTSINSOMEDEGREETHESPEEDOFTHELISTENINGMATERIALSSHOULDBEMODERA

40、TE,NEITHERTOOFASTNORTOOSLOWTHECONTENTOFTHEMATERIALSHOULDHAVERICHANDDIVERSETHEMESKRASHENSSECONDLANGUAGEACQUISITIONHASTHEFOLLOWINGTHREECATEGORIESLEARNERMOTIVATION,SELFCONFIDENCEANDANXIETYINFOREIGNLANGUAGELEARNING,MOTIVATIONISADIRECTRESULTOFLEARNINGACTIVITIESINAPOTENTIALFORCEINTHELISTENINGCOMPREHENSION

41、,STUDENTSMUSTHAVEASTRONGMOTIVATIONANDDESIRETOLISTENBEFORETHEPROCESSOFLISTENINGTHEYCOMBINETHEIREXISTINGLINGUISTICKNOWLEDGEANDBACKGROUNDKNOWLEDGETOGETHER,USINGAVARIETYOFCOGNITIVESTRATEGIESTOOBTAININFORMATIONTOACTIVELYPARTICIPATEINCOMMUNICATIVEACTIVITIESCONVERSELY,IFTHEREWERENOSTRONGMOTIVATIONANDDESIRE

42、,THELEARNINGTASKWILLBEPASSIVEANDEVENGENERATERESENTMENTITISIMPOSSIBLETOOBTAININFORMATIONINADEQUATETEACHERSCANTAKEVARIOUSMEANSTO6STIMULATESTUDENTSLEARNINGMOTIVATION,ANDEMPHASIZETHEIMPORTANCEOFLISTENINGCOMPREHENSIONINFOREIGNLANGUAGEACQUISITIONANDFOREIGNLANGUAGEACTIVITIESTEACHERSSHOULDHELPSTUDENTSTOBUIL

43、DTHEIRSELFCONFIDENCE,ANDLETTHEMSEETHEIROWNACHIEVEMENTSANDMERITS,ANDPROVIDETHEMWITHMORECHANCESOFSUCCESSINTHEPROCESSOFLISTENINGCOMPREHENSION,ANXIETYISTHEBIGGESTOBSTACLETOLEARNERSASARESULTOFTHEPRESSUREOFLISTENINGTESTS,LEARNERSCANNOTHAVEANEASYANDPLEASANTMOODTOLISTENTOTHEIRMOODHASBEENINAVERYNERVOUSSTATEF

44、EARINGTHATTHEYCOULDNOTUNDERSTANDWHATTHEYHEARD,WHICHAFFECTSTHETESTSCORESTHUS,INLISTENINGCLASSTEACHERSSHOULDTRYTOCREATEAPLEASANTATMOSPHEREOFTEACHINGANDMAKEANEFFORTTOREDUCESTUDENTSANXIETYTHETHIRDCONDITIONISTOMASTERTHELISTENINGCOGNITIVESTRATEGIESLISTENERSCOGNITIVESTRATEGIESHAVEADIRECTRELATIONSHIPWITHTHE

45、LEARNINGTASK,WHICHINVOLVESTHEINPUTOFINFORMATIONPROCESSINGSUCHASREPETITIONTHELISTENERSHOULDKNOWHOWTOUSETHEIRMOTHERTONGUEINAEFFECTIVEWAYOFTHINKINGANDTRYTOFINDAPURPOSEFULANDSELECTIVEACCESSTOTHENECESSARYINFORMATION1LISTENERSSELECTTHEAPPROPRIATESTRATEGIESACCORDINGTODIFFERENTPURPOSESTOLISTENTO,SUCHASTHEOV

46、ERALLLISTENINGANDCHOOSETOLISTENTOSTRATEGIES2EVERYLEARNERSHOULDDEVELOPSOMEGOODLISTENINGHABITSSUCHASNOTETAKING,LISTENINGANDNOTETHEKEYWORDSANDIMPORTANTINFORMATION3ITISALSOAGOODSKILLTOMAKESOMEPREDICTIONSACCORDINGTOTHECONTEXTORSOMEOTHERCLUES4THEUSEOFGRAMMATICALKNOWLEDGEANDANALYSISOFTHESTRUCTUREOFLONGSENT

47、ENCESCANALSOHELPTOUNDERSTANDTHECONTENTS5THROUGHNONVERBALREASONINGINFORMATIONYOUCOULDGETSOMEUNPREDICTABLEANSWERS,FOREXAMPLE,ACCORDINGTOTHEBACKGROUNDSOUND,THESPEAKERSTONEOFVOICE,TONEANDATTITUDEWECANGUESSTHATWHERETHECONVERSATIONISTAKINGPLACE,ASWELLASTHERELATIONSHIPBETWEENTHESPEAKERS3THEPROBLEMSEXISTING

48、INPRIVATECOLLEGEENGLISHTEACHINGANDTHEINSPIRATIONOFKRASHENSTHEORY31THEPROBLEMSEXISTINGINPRIVATECOLLEGEENGLISHTEACHINGENGLISHISAWIDELYUSEDLANGUAGEINTHEWORLDWHICHISACOMMUNICATIVETOOLOFGREATVALUETHEABILITYTOMASTERTHISLANGUAGEANDUSEITFOREFFECTIVECOMMUNICATIONISANEWBASICQUALITYOFHUMANRESOURCESANDITISALSOT

49、HEACTUALUSEOFLANGUAGEABILITYTHATISNECESSARYFORTHE21ST7CENTURYTHEREFORE,THETEACHINGOFENGLISHHASBEENGIVENWIDESPREADATTENTIONINCOLLEGESUNFORTUNATELY,MOSTSTUDENTSNOWONLYHAVETHEEXAMINATIONCAPACITYTHEIRACTUALLANGUAGEPROFICIENCYISVERYPOORTHEPURPOSESOFLANGUAGELEANINGAREFORCOMMUNICATION,WHICHHADBEENRECOGNIZEDBYGENERALPEOPLESOOURULTIMATEAIMOFLANGUAGETEACHINGISTODEVELOPANDIMPROVETHELEARNERSCOMMUNICATIVECOMPETENCE311THECURRENTTEACHINGMATERIALSAREOLDONECANNOTDENYTHATTHECURRENTTEACHINGMATERIALSUSEDBYMOSTCOLLEGESANDUNIVERSITIESAREGOODTEACHINGMATERIALSHOWEVER,INTEACHING