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ity emerges naturally after enough competence has been developedthrough listening, and knowledge acquired by listening can convert into knowledge ofspeaking. Therefore, listening and speaking are inseparable in nature.

1.1.2 The Necessity of Training Non-English Major’s Listening and Speaking Skills
Native speakers can acquire listening and speaking skills from their daily life. Thelarge amount of listening comprehension activities can lay foundation for production inspeech for a baby, so that the oral production can grow naturally out of listeningcomprehension activities. But it is a high demanding and complex task for non-Englishmajors to learn to speak competently, because Chinese learners of English are short of realcircumstances of English, along with many other factors, so that they can not naturallyacquire listening and speaking skills in their daily life. Investigation finds that whenspeaking, the non-English major students usually try to find single English word for theChinese equivalent in their minds and then combine the word piece by piece to constructan English sentence according to grammar rules, which makes their speaking odd andforeign. While listening, Chinese learners of English try to catch each word of the speechbecause they think it necessary for them to do so in order to understand the whole message.But the stream of the speech is usually very fast, so it’s quite difficult or sometimes evenimpossible for them to catch everything in the language flow. Suppose they can catch eachindividual word and know its meaning, but the construction of the meaning out of thewhole message will be delayed. As a result, effective communication will be impossible.

Chapter Two literature review

In this chapter a review is given about the published studies on English listening andspeaking, studies on lexical bundles, and studies on computer assisted language learning.

2.1 Studies on English Listening
As to the studies on English listening, a brief literature review will be made about thedefinition of listening and listening comprehension, categories of listening comprehension,factors influencing listening comprehension, and the influential procession models oflistening comprehension. At the end of this part, some successful listening skills are alsomentioned.

2.1.1 Definition of Listening and Listening Comprehension
As listening is an invisible complex mental process, researchers have to apply indirectmethod of analogy to describe it. Most researchers’ personal definitions of listening havetypically drawn upon one of the four perspectives: receptive, constructive, collaborative ortransformative, which is changeably selected in relation to their theoretical interests in thestudies (Rost, 2005:2).Purdy (1991:11) defined listening as “the active and dynamic process of attending,perceiving, interpreting, remembering, and responding to the expressed (verbal andnonverbal) needs, concerns, and information offered by other human beings.” Carroll(1993:364) described listening as a set of activities that involve “the individual’s capacityto apprehend, recognize, discriminate or even ignore.” Rubin (1995:151) conceivedlistening as “an active process in which a listener selects and interprets information whichcomes from auditory and visual clues in order to define what is going on and what thespeakers are trying to express.” Imho本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。