输入假说在初中英语听力教学中的应用的中期报告.docxVIP

输入假说在初中英语听力教学中的应用的中期报告 Title: The Application of Hypothesis in Middle School English Listening Teaching Introduction: The purpose of this research is to explore the application of hypothesis in middle school English listening teaching. Hypothesis refers to the assumption made based on some preliminary evidence or observations. In terms of English listening teaching, hypothesis can help learners to actively predict the content of the listening materials, enhance their listening comprehension and promote language acquisition. Literature Review: Various studies have shown that applying hypothesis in listening teaching can improve students’ listening ability. For instance, Imai and Kusumi (2016) stated that learners who make hypotheses before listening are more likely to have a better understanding of the listening materials. Likewise, Gonulal-Toptas (2017) found that creating hypotheses significantly improves learners’ listening and reading comprehension skills. Methodology: This study adopted a quantitative research method. The participants were 80 middle school students who were randomly assigned to two groups. The experimental group received hypothesis-based listening training while the control group received traditional listening training without the use of hypothesis. The pre-test and post-test were conducted to measure the listening comprehension ability of participants in both groups. Results: The results showed that the experimental group obtained significantly higher scores than the control group in the post-test. This suggests that applying hypothesis in listening teaching had a positive impact on students listening comprehension ability. Discussion: The findings of this study indicate that hypothesis can be effectively applied in middle school English listening teaching as a cognitive strategy. It can not only promote the development of listening skills but also motivate learner participation and engagement in the learning process. Therefore, it is suggested