Discourse Markers in College English Listening Instruction: An Empirical Study of Chinese Learners

Autor/in	Zhang, Jianfeng
Titel	Discourse Markers in College English Listening Instruction: An Empirical Study of Chinese Learners
Quelle	In: English Language Teaching, 5 (2012) 3, S.46-61 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Listening Comprehension; Second Language Instruction; Majors (Students); Liberal Arts; Teaching Methods; Correlation; Speech Acts; Language Proficiency; Discourse Analysis; College Students; Asians; Foreign Countries; Pretests Posttests; Questionnaires; Student Attitudes; Observation; Interviews; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverständnis; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Sprechakt; Language skill; Language skills; Sprachkompetenz; Diskursanalyse; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Fragebogen; Schülerverhalten; Beobachtung; Interviewing; Interviewtechnik
Abstract	Discourse markers can clearly indicate the organization of discourse, remind the hearer of the preceding and the following contents, and express clearly the concrete speech acts. The aims of this study are to explore the relationship between the discourse-marker-based model and listening comprehension as well as the different effects of such a kind of instruction on liberal arts and science students. 120 Chinese college students of non-English major, who are from two different departments of Xi'an University of Science and Technology, are the research subjects. An experiment has been carried out by applying the theory of discourse markers to enhance the English listening skill proficiency. Based on the results of the data analysis, the conclusion can be drawn that discourse-marker-based listening instruction can improve students' listening comprehension of non-English major and liberal arts students benefit more from discourse-marker-based listening instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01