Research On Application Of Junior School Students' English Listening Comprehension Strategies In CALL (Computer Assisted Language Learning) Environment

Listening,as one of the most important language skills,is always an important part of English teaching.However,in Chinese junior high schools,English tests have an obvious negative backwash effect on listening teaching.Listening class only focuses on training students to do listening exercises,which proves to be a failure in cultivating learner autonomy and training students' use of listening strategies.Under the background of English teaching reform in middle schools,CALL has become more and more popular.Although computers have been equipped in most schools in China,many teachers still teach English listening with the traditional teaching principles in CALL environment.Some teachers cannot make good use of computers because they lack relevant skill training,and some even consider the application of computers in listening class as a waste of time.As a result,computer-assisted listening class has few differences from the traditional teacher-centered listening class essentially.The research attempts to explore the use of listening strategies for junior high school students in CALL environment,and to confirm the effectiveness of computer-assisted listening teaching.Three research questions are to be addressed:1.What are the differences about students' use of listening strategies in computer-assisted listening class,in comparison with the traditional listening class?2.What is the effect of computer-assisted listening teaching on students' learner autonomy?3.To what extent does CALL-based listening teaching mode improve students' English listening achievements?The empirical research was conducted at No.1 Middle School in Qian'an County,Jilin Province.The experiment lasted for 12 weeks,from 7th September to 30 th November 2017.The subjects were 74 ninth-grade students from two parallel classes.Class One served as the experimental class(EC)and Class Two was set as the control class(CC).The research instruments included questionnaires,tests,interview and the SSPS software.Both quantitative and qualitative analysis methods were employed to analyze the collected data in the study.The research results show that the EC students use listening strategies more frequently in CALL-based listening class,in particular,the frequency of socio-affective strategies use is significantly improved.Additionally,the EC students' learning autonomy and listening achievements are greatly improved.Therefore,CALL-based teaching mode is more effective than the traditional one.Finally,pedagogical implications and suggestions are discussed,which are expected to be beneficial for English listening teaching and future research.