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1 2 Place of Listening Instruction in College English Courses in China（第1页）

1.2placeoflisteninginstructionincollegeenglishcoursesinchina

thatmostchineseefllearners'listeningabilityisweakincomparisontootherskillssuchasreadingandwritingis，tosomeextent，relatedtothefactthatinchinatheinstructionalemphasisisunbalancedsothestudentsarenotabletodevelopallthelanguageskillsequally.inthepast，chinesestudentsweretraditionallytaughttoreadandwriteinenglishsothattheycouldunderstandenglishmaterialsinthefieldsoftheirfuturecareers.fromtheperspectiveofthestudents，listeningwasviewedasapassiveprocessofmerelylisteningtoatextandthenfinishingtheafter-listeningquestions.fromtheperspectiveoftheteachers，theapproachadoptedfocusedmoreontheproductoflisteningthantheprocess.itwasassumedthatlisteningskillswoulddevelopautomaticallyifotherskillswereimprovedtoadesirablelevelandthereforeclassroominstructiononlisteningwasunnecessary.asaresult，listeningactivitiesremainedvirtuallyatestofcomprehension，andlisteningcomprehensionbecameaskillinwhichchinesestudentsoftenfelttheyhadachievedtheleast.“suchattributionsindicateasenseofpassivityandhelplessnessinlanguagelearnerswhichcouldeasilyresultintheirbecomingdemotivated，resignedtobeinglesseffectivelisteners”（graham，2006）.insuchcircumstances，offeringlanguagelearnersmorelisteningactivitieswouldmostlikelyonlyaddtotheirsenseoffailure.

onlyinthelastdecadehaslisteningbeguntobeacknowledgedinitsownrightinefleducationinchina.thecourseofcollegeenglishinchineseuniversitiesunderwentanation-widereformin2007withthepublicationofthechineseeducationministry'scollegeenglishcurriculumrequirements，whichpointedoutthat“theobjectiveofcollegeenglishistodevelopstudents'abilitytouseenglishinanall-roundway，especiallyinlisteningandspeaking，sothatintheirfuturestudiesandcareersaswellassocialinteractionstheywillbeabletocommunicateeffectively”（p.18）.therequirementsforundergraduatecollegeenglishteachingaresetatthreelevels—thebasiclevel，theintermediatelevelandtheadvancedlevel，andtherequirementsforlisteningofthethreelevelsareshownintable1.

table1therequirementsforlisteningatthethreelevels

（source:collegeenglishcurriculumrequirements，p.19-22）

thoughtheroleoflisteningisnowrecognizedasimportantinchineseuniversityeflteaching，listeninginstruction，withonlyanaverageteachingtimeof12-14hoursineachterm，isbynomeansadequatetohelpstudentsdevelopthecompetenceneededtocomprehendlanguageinspokenforthereis，todate，stillagapbetweentherequirementsforlisteningandtheteachingoflisteninginchina.amongthemajorproblemsconcerningtheteachingoflisteninginchineseuniversities，thetwomostsignificantare:

（a）tomosteflteachersinchina，teachinglisteningisstillconfinedtofirstplayingarecordingofalisteningtext，thencheckingthestudents'answers，andfinallyinformingthemofthecorrectanswers.suchinstructionalmethodsasrepetition，schema-raising，andstrategytrainingareseldomemployedandprobablyneverheardofbysomeeflteachers.infact，instructionintheuseoflisteningstrategiesonlybeganinthelastdecadeandstrategiesfordevelopingmetacognitiveawarenesshavebeenlargelyneglected.theeffectsofmetacognitivelisteningstrategytrainingonchineseefllearners'listeningcomprehensionhavebeenlittlestudiedandlittleisknownabouttherelationshipbetweenthelearners'metacognitivelisteningawarenessandtheirlisteningcomprehension.

（b）asamajorcomponentoflisteninginput，vocabularyisofprimaryimportancetochineseefllearners'listeningcomprehension.alsoincidentalvocabularyacquisitionthroughlisteningisapromisingsourceofnewvocabularyforchineseuniversityefllearners.nevertheless，incidentalacquisitionofvocabularythroughlisteningbychineselearnershashardlybeenresearchedinchina，neitherhastherelationshipbetweenchineselearners'eflvocabularyacquisitionandtheirmetacognitiveawareness.

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