利用英文影视片进行听力教学的实证研究的中期报告MidtermReportforEmpiricalStudyofUsingEnglishFilmsforListeningTeachingBackground:EnglishlisteningcomprehensionisanessentialskillforEnglishlearners,andithasbeenfoundthatusingauthenticmaterialssuchasEnglishfilmscancontributetotheimprovementofEnglishlisteningability.However,thereisalackofempiricalresearchinvestigatingtheeffectsofusingEnglishfilmsforlisteningteaching,especiallyinChinesecontext.ThisstudyaimstoexploretheeffectsofEnglishfilm-basedlisteningteachingonChineseuniversitystudents'listeningcomprehensionskills.Methodology:Participants:60ChineseuniversitystudentsmajoringinEnglishwererecruitedtoparticipateinthestudy.Materials:EightEnglishfilmswithEnglishsubtitleswereselectedastheteachingmaterials,coveringvariousgenressuchasdrama,comedy,andaction.Procedures:Thestudycomprisestwophases:pre-testandpost-test.Inthepre-testphase,participantswereaskedtocompletealisteningcomprehensiontest.Inthefollowing8-weektreatmentphase,studentswatchedonefilmperweek,andengagedinpre-viewing,while-viewingandpost-viewingtasks,includingvocabularylearning,comprehensionquestions,anddiscussions.Inthepost-testphase,thelisteningcomprehensiontestwasreadministered.Dataanalysis:Descriptivestatisticswereusedtoanalyzethestudents'pre-testandpost-testscores,andpairedt-testwasusedtocomparethemeanscoresofthetwotests.Results:Descriptivestatisticsshowedthatthestudents'meanscoresonthelisteningcomprehensiontestincreasedfrom51.7inthepre-testto73.3inthepost-test,indicatingasignificantimprovementintheirlisteningcomprehensionskillsafterthefilm-basedlisteningteaching.Moreover,thepairedt-testrevealedthattherewasastatisticallysignificantdifferencebetweenthepre-testandpost-testscores(t=-14.71,p<.001).Conclusion:ThefindingsofthestudysuggestthatusingEnglishfilmsforlisteningteachingcaneffectivelyimproveChineseuniversitystudents'listeningcomprehensionskills,providingavaluablealternativetotraditionallisteningmaterials.Furtherresearchisneededtoexplorethelong-termeffectsandoptimalwaysofincor