Analysis of English listening obstacles based on computer assisted instruction

Abstract

Listening comprehension questions are an important part of the English test, but also the weakest link for many students. This article takes the computer-assisted language teaching research as the starting point, and combines psychology, linguistics and cultural influence to analyze the obstacles in listening and corresponding coping strategies. It is pointed out that through the joint efforts of students and teachers, various obstacles can be overcome and improved the overall listening level of the student. The system is developed based on the Rasch model, mainly because the Rasch model is a data fitting model in the measurement, which overcomes the sample dependence and item dependence in the general test, and converts the nonlinear data into the measured data through logarithmic transformation. In terms of characteristics, the Logit value is equidistant, so that the objectivity of the measurement can be realized. At the same time, the simplicity and ease of operation of the Rasch model is also a reason for choosing it. The Rasch model is used to evaluate the ability of students in the process of adaptive testing, and is used to measure the difficulty value of test questions in the process of constructing the question bank. At the same time, after the introduction of multimedia computer-assisted classroom teaching in the experimental class, the students' mathematics memory and imitation ability, and English listening ability were investigated, compared with the comparison class, and provided data for the actual effect of multimedia computer-assisted teaching.