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
