English teachers' discourse and the effective promotion of students' listening skill

Abstract This article shows the results of a study that aimed at verifying how much B2 proficiency level students, according to the Common European Framework of Reference, understand their teachers' speech. It also aimed at identifying teachers' and students' perceptions on how speech should be delivered so that learners at this level can significantly improve their listening skill. The goal of this study was to compare the two groups' perceptions and contrast them to the degree of student comprehension as well as to the pedagogic function of the teacher's speech. The resulting data were analyzed based on Vygotsky's sociointeractionism, Benveniste's theory and Ausubel's meaningful learning concept.摘要 本研究旨在验证依据《欧洲语言共同参考框架》（Common European Framework of Reference）划分的B2水平等级学习者对教师口语的理解程度，本文呈现该研究的相关结果。本研究同时旨在探明教师与学生对于口语表达规范的认知，以期帮助该水平层级学习者显著提升听力技能。本研究的核心目标为对比教师与学生两组的认知差异，并将其与学习者的理解程度及教师口语的教学功能进行对照分析。研究所得数据基于维果茨基的社会互动主义（Vygotsky's sociointeractionism）、邦弗尼斯特的理论（Benveniste's theory）以及奥苏贝尔的有意义学习概念（Ausubel's meaningful learning concept）展开分析。