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基于互动假说的英语听力教学研究.docx

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基于互动假说的英语听力教学研究 Title:AStudyonEnglishListeningInstructionbasedontheInteractiveHypothesis Introduction: Englishlisteningskillisconsideredanessentialaspectoflanguagelearningasitenhancescomprehension,communication,andoveralllanguageproficiency.Inrecentyears,thefocusoneffectiveEnglishlisteninginstructionhasgrownsignificantly.Withtheadventoftechnologyandtheever-growingavailabilityofmultimediaresources,itisvitaltoexplorenewpedagogicalapproachesthatenhancestudents'listeningabilities.ThisstudyaimstoinvestigatetheeffectivenessofEnglishlisteninginstructionbasedontheInteractiveHypothesis. TheInteractiveHypothesis: TheInteractiveHypothesis,proposedbyRichardL.SparksandMartinGernsbacher,assertsthatlisteningskilldevelopmentisreliantonbothbottom-upandtop-downprocesses.Thebottom-upprocessinvolvesdecodingindividualsounds,words,andgrammaticalstructures,whilethetop-downprocessreliesonbackgroundknowledge,contextualunderstanding,andschematicknowledge.Thishypothesisemphasizestheinteractivenatureoflisteningandsuggeststhatthecombinationofthesetwoprocessesleadstosuccessfulcomprehension. Methodology: ToevaluatetheeffectivenessofEnglishlisteninginstructionbasedontheInteractiveHypothesis,amixed-methodsresearchapproachwillbeemployed.ThestudywillinvolveagroupofintermediateEnglishlearnersandemploybothqualitativeandquantitativedatacollectiontechniques.Theparticipantswillbedividedintotwogroups:anexperimentalgroupexposedtolisteningmaterialsandactivitiesdesignedbasedontheInteractiveHypothesis,andacontrolgroupfollowingtraditionallisteninginstructionmethods. DataCollectionandAnalysis: 1.Pre-testandpost-test:Bothgroupswilltakeapre-testtoassesstheirinitiallisteningabilities.Followingthis,theexperimentalgroupwillreceivelisteninginstructionbasedontheInteractiveHypothesis,andbothgroupswilltakeapost-testtoevaluateanyimprovement. 2.Classroomobservations:TheresearcherwillobservetheexperimentalgroupclassestoexaminetheimplementationofInteractiveHypothesis-basedinstruction.Theobservationswillfocusonstudents'engage