1. 研究目的与意义（文献综述包含参考文献）

1.introduction1.1 research backgroundonce upon a time, listening was often relegated to an insignificant position in english teaching. foreign language listening has not received due attention in theory and teaching practice for a long time. some people vividly compare the situation of foreign language listening to "cinderella" in four language skills (flowerdew listening ability. based on the results, analyze how do reading aloud influence efl learners listening ability, so as to help efl learners make better advantage of reading aloud this learning method and provide insight for efl listening teaching.1.4 organization of the thesisthis paper is divided into six parts: the first chapter is the introduction, which mainly discusses the research background of the paper, the need of the research, and the framework of the paper. the second chapter is the literature review, which mainly defines the listening and its relevant theories, reading aloud and its relevant theories and the effects of reading aloud on the listening comprehension. the third chapter is the research methodology, which mainly introduces the research design in detail: description of the research, the research design, the research procedure and data collection and analysis. the fourth chapter, results and discussion, introduces the analysis of subjects scores in english reading aloud ability test and the analysis of listening competence results. the conclusion part of the sixth chapter, the last chapter mainly summarizes the main findings of this study, and then combines with the teaching theory and teaching practice, puts forward some inspirations for english teaching. in addition, this chapter discusses the limitations of this study, and puts forward specific suggestions to further study.2.1 literature review2.1 listening and its relevant theoriesosada (2004) believes that listening is a very complex language cognitive activity. in order to understand the meaning expressed by the speaker, the listener often needs to process various kinds of information, such as pronunciation, vocabulary, syntax and pragmatics, and this information processing process is carried out in real time with the development of the discourse. this makes listening a very complex and easily deviated dynamic process. liu longgen (2011) summarized listening as "a dynamic process in which listeners actively interact with the speaker's voice messages and construct meanings based on a specific communication scene and their own linguistic and non-linguistic knowledge". richards (2003) argues that listening refers to understanding what is said in a second or foreign language. the study of foreign language listening comprehension focuses on the role of individual language units (such as phonemes, words and grammatical forms) as well as the role of listener, context, background knowledge and topic. it includes two information processing processes, top to bottom and bottom to top. traditional language teaching methods always pay insufficient attention to the importance of listening teaching. in recent years, some teaching methods attach great importance to the role of listening in the development of language ability, and believe that listening teaching should be strengthened in the initial stage of foreign language learning. there are obviously many differences between listening and listening comprehension if they are carefully distinguished. however, some scholars believe that from the current perspective, there is no substantial difference between listening and listening comprehension (richards, 2005). for the convenience of writing, no distinction is made in this article.when it comes to english listening teaching, carter and numan (2001) believe that english listening teaching is a relatively complicated process for people to understand english oral expression habits. in the days of increasingly frequent international communication, students are no longer limited to understanding english in a certain way, such as listening recordings. for foreign language learners, it is very important to understand english used in different environments for different purposes, such as interviews, short speeches, conversations, and even telephone conversations (gu,1998) (harmer,1998). meanwhile, wang (2000) believes that listening is one of the most difficult skills for students to learn english in listening, speaking, reading and writing.2.2 reading aloud and its relevant theorieswritten materials are perceived by the visual organs, sounds are emitted by the vocal organs, and information is transmitted to the human brain by the auditory organs and understood by the human brain. reading aloud is such a process in which eyes, mouth, hands and brain work together (zhu, 1989). reading aloud is not simply reading words and sounds, but a cognitive process in which people master language. the whole process is not mechanical, but requires the active participation and cooperation of brain, hand, mouth and eye (gao xia, zhu zhengcai yang huizhong, 2006). reading aloud is a kind of sound language that transforms silent language into expressive language. it uses various abilities to control the very complex cognitive process of language (zhang song, 2010).the author thinks that reading aloud is the process of transforming isolated written language into spoken language to express the thoughts and feelings of literary works.the purpose of reading aloud is to give people knowledge of various subjects, artistic beauty, ideological enlightenment and emotional edification.reading aloud is helpful for readers and listeners to deeply understand the written works.reading aloud is helpful for people to express their innermost feelings through sound language, which can be conveyed to the audience and improve the language expression ability of the readers. reading aloud is conducive to the appeal of language.2.3 the effects of reading aloud on the listening comprehensionreading aloud is of great significance to foreign language learning. in foreign reading teaching, reading aloud learning method is vigorously promoted (eysenck, 1990). influenced by traditional chinese language learning methods, many foreign language teachers and researchers in china believe that reading aloud is an important learning method to improve foreign language listening ability. reading aloud is the double input of seeing and listening. it is not only a form of language output, but also a form of language input. therefore, reading aloud is very helpful for memorizing language materials.in the process of reading aloud. we will pay attention to the form and meaning of language, such as pronunciation, intonation, stress, spelling and meaning of words, sentence structure and so on, and to help us master these knowledge intentionally (wang zongyan, 2002). reading aloud is a process of information processing. therefore, there is a theoretical foundation that reading aloud can promote learners' listening ability.reading aloud can improve students' listening ability in the following two aspects: first, reading aloud can skillfully convert text information into audio information. in the second aspect, reading aloud combines the two ways of input and output, which enables the auditory image and visual image to combine into the brain together. therefore, the sound, form and meaning of language are closely connected in the mind. the mutual transformation between speech recognition system and text recognition system is realized by reading aloud. reading relies on the visual channel to obtain the combination of sound and meaning, which promotes the perfection of the text recognition system. hearing relies on the auditory channel to obtain the combination of form and meaning, which promotes the perfection of the text recognition system. speech recognition system and text recognition system are both systems that need constant practice and operation to achieve development. language learning requires the same repetitive practice. reading aloud is such a language practice that speech recognition system and text recognition system practice and develop together. when we read aloud, the mouth, ears and brain are all working at the same time, we can master the three important aspects of language reading, memorizing and understanding, so often reading aloud can promote the improvement of our listening ability.these theoretical studies on reading aloud and english listening teaching make us realize that reading aloud plays a positive role in improving english listening ability, but there is a lack of empirical research on this aspect, which is exactly the starting point of this study. in order to further confirm the viewpoint of this paper -----reading aloud has a positive effect on the improvement of listening level, this paper carries out empirical research, and then looks at the empirical research process and result analysis in the following part.referencescarter, r. and nunan, d. (2011). the cambridge guide to teaching english to speakers of other languages. cambridge: cambridge university press. eysenck, m. w. (1990). the blackwell dictionary of cognitive psychology. blackwell. eysenck, m.w. keane m.t. (1991). cognitive psychology. lawrence erlbaum associates.feyten, c. (1991). the power of listening ability: an overlooked dimension in language acquisition. the modern language journal, 43, 2-11. flowerdew, j. miller, l. (2005). second language listening: theory and practice. new york: cambridge university. harmer, j. (1998). how to teach english an introduction to the practice of english language teaching. new york: addison wesley longman limited.osada, n. (2004). listening comprehension research: a brief review of the past thirty years. dialogue. richards, j. c. (2003). longman dictionary of language teaching and applied linguistics. foreign language teaching and research press. richards, j. c. (2005). second thoughts on teaching listening. relc journal, 21, 1-22. rost, m. listening in language learning. new york: addison wesley longman, 1990.rost, m. listening in carter, r. and nunan, d. foreign language teaching and research press, 2001.rost, m. teaching and researching listening. london: pearson education limited: foreign language teaching and research, 2002. white, r. the english teachers handbook. walton on thames: nelson, 1982.刘龙根、苗瑞琴（2011），《外语听力理论与实践》。

北京:外语教学与研究出版社。

王一普（2015），新教学模式下的大学英语听说课授课教师角色定位及角色转换，《外语界》，（5）: 71-79。

2. 研究的基本内容、问题解决措施及方案

1.Research Topic This thesis is aimed at investigating whether reading aloud affects an English learners listening level, and what we can do to promote students listening ability by combining learning method of reading aloud with listening ability improvement together, The data was analyzed with a view to find evidence to the following specific research hypotheses： 1.There are direct correlations between reading aloud ability and listening ability.2. The learning method of reading aloud enhances listening ability.2.Research MethodsThe thesis will use the following methods:Documentary research. In the first two chapters, documentary research will be used to provide the basic information of the definition of listening and reading, the research on listening and reading teaching at home and abroad, and finally introduces the current research on the application of reading training in foreign language teaching to promote listening.Inductive method. In Chapter 3 and 4, the thesis will apply analysis and syntheses, the author uses office software EXCEL, data analysis software SPSS25.0 to further process the collected data, and then analyze the effect of reading aloud ability on listening comprehension.