Beijing International Studies University, Beijing, China, 100024
In traditional English listening class, the most popular teaching pattern is solely based on “listening audio---answering questions---checking answers.” However, students always feel confused about the content of listening materials and even don’t know how to seize the key information during listening process. Moreover, due to exam-oriented education system, most students just receive listening training in a very passive way without efficient outcome, which leads to a much worse situation in English listening learning. Therefore, we need to make certain change on English listening Teaching Strategy, and one of good ways is to use the strategy of retelling in English listening class. Using retelling in English listening class is beneficial for students to seize English speaking and listening skills, as well as improve language ability. The author implements teaching activity according to students’ actual level, combining retelling strategy with listening teaching. Through the comparison of test data, it is found that the retelling strategy is helpful to improve not only the efficiency of English teaching, but also students’ oral and listening skills.
Retelling; listening skill; English listening class; English teaching
Wang Cong. The Study of Using Retelling Strategy to Improve College Students’Listening Skill. International Journal of New Developments in Engineering and Society (2017) Vol.1, Num.4: 39-42.
Hammer, Jeremy.(2000)How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press,.
Krashen. S. Principles and Practice in Second Language Acquisition [M]. Hertfordshire: Prentice Hall International (UK) Ltd, 1987.
Skehan. P, A. (1998) Cognitive Approach to Language Learning [M]. Shanghai: Shanghai Foreign Language Education Press,
Sternberg, R. (1999) Cognitive Psychology [M]. Harcourt Brace College Publishers.