The Contrastive Study on Listening and Speaking Parts in Two Different Textbooks for Grade Seven文献综述

 2022-09-01 22:06:36

Literature Review

1 Listening and speaking

1.1 The importance of listening and speaking

English is a second-language for almost Chinese students. From the grade three in primary schools to junior schools, Chinese students take English classes every day. Xiaoyan Feng[3] (2016) says that there is a misunderstanding of English teaching in China, which ignores the basis that listening and speaking should be the foundation of English learning. Listening is one of the main input in language learning and speaking is one of the main output in language learning. But these two language skills are difficult for Chinese students to acquire well. This is one of the reasons why listening and speaking courses play an important role in English teaching. Jack C. Richards(2008) says ever-growing needs for fluency in English around the world because of the role of English as the worldrsquo;s international language. And listening can provide much of the input and data that learners receive in language learning.

1.2 Goals of English listening and speaking

In the new English Curriculum Standard[24] (2011), English curriculum aims to develop studentsrsquo; comprehensive language competence. About the listening and speaking aspects, students should be able to communicate with others fluently and correctly as well as understand the attitudes and intentions of the speaker according to the stress and intonation. Some foreign researchers also say the training of English listening and speaking aims to cultivate communicative competence. Tavil(2010) says integrating listening and speaking skills can facilitate English language learnersrsquo; communicative competence.

1.3 Input and Output

Comprehensible input is the language material that learners read and hear. Krashen and Long have argued strongly that second language acquisition depends on the availability of comprehensible input before the learnerrsquo;s internal processing mechanism can work.

Comprehensible output is the language material that the learners write and speak. Developed by Merrill Swain, the comprehensible output hypothesis states that learning takes place when encountering a gap in the linguistic knowledge of the second language. By noticing this gap the learner becomes aware of it and might be able to modify his output so that he learns something new about the language.

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