基于关联理论的听力教学模式研究英语语言文学专业论文.docxVIP

i i Acknowledgements I would like to take this opportunity to express my thanks to the following persons for their assistance in my thesis. Firstly, I am deeply grateful to Professor He Qiguang, my supervisor, who encourages me all the time. In the period of thesis preparation, she has made careful reading my thesis draft for many times and provided me with a lot of important suggestions of revision. Without her enlightening suggestions, patience reading and encouragement, this thesis would not have been possible. Secondly, my gratitude goes to Professor Shi Qingquan, who is my college teacher. He is so kind to allow me to use his class as the subjects of my study and helps me complete this experiment. I know, without his help, the experiment will be difficult to finish. Thirdly, I will thank my classmates who help me with data analysis and processing. ii ii Abstract English listening is always the weak link for Chinese English learners, and it is lack of theoretical guidance, so the level of listening has always been at the bottom. Scholars have studied listening comprehension from behaviorism, psychology, schema theory, SLA and other perspectives. And the results have a profound effect. Because of the defects of these theories, the development of listening teaching is slow. Thus the author introduces Relevance Theory to compensate the deficiency of prior researches. A new listening teaching model based on Relevance Theory is put forward. And the validity of this model is tested through comparative method. Firstly, the author introduces the relative concepts of Relevance Theory. Based on these concepts, the author explains the process of listening comprehension from the perspective of Relevance Theory and points out that listening comprehension, in fact, is a process that the listener finds the optimal relevance in the mutual cognitive environment. Relevance Theory treats listening comprehension as an ostensive-inferential process: the speaker sends his ostensive s