A Study On The Differences In Listening Strategies Used In The Process Of Listening Comprehension Of High School Students

Listening is an important input channel for information in English learning,and it's also the basis for English learners to communicate effectively.The level of listening comprehension directly affects the level of English learners' command of English as a language tool.The listening strategy is a series of techniques and methods that the listener takes to understand the listening content quickly and effectively.Whether English learners can effectively use relevant listening strategies in the process of listening comprehension directly affects the level of listening comprehension of English learners.Based on O'Malley and Chamot's learning strategy theory and individual learner differences,referring Wen Qiufang's learning strategy theory and high school English curriculum standards,and roughly use the questionnaire survey method,classroom observation method and interview method with the three dimensions of meta-cognitive strategy,cognitive strategy and social-effective strategy to investigate the differences in listening strategies used in the process of listening comprehension of high school students in a high school in Chongqing.Based on the investigation,trying to put forward some teaching suggestions.I hope to answer the following questions :1.What is the overall situation of the listening strategies used in the process of listening comprehension of high school students?2.Are there differences in listening strategies used in the process of listening comprehension between liberal arts students and sciences students,3.Are there differences in listening strategies used in the process of listening comprehension between the more proficient students and the less proficient students ?Based on the analyzing and discussion in the study,there are some conclusions as following:1.The overall situation of listening strategies used in the process of listeningcomprehension of high school students is not good,and the frequency of listening strategies used is not high.The frequency order of listening strategy used is: cognitive strategy > meta-cognitive strategy > social-affective strategy.2.Differences exist in listening strategy used in the process of listening comprehension between the liberal arts students and sciences students.The overall situation of liberal arts students is better than that of science students.The differences are mainly existing in the two aspects of listening meta-cognitive strategies and cognitive strategies.There are almost no differences in social-affective strategy used between the liberal arts students and sciences students.3.Differences exist in listening strategy used in the process of listening comprehension between the more proficient students and the less proficient students.The overall situation of the more proficient student is better than that of the less proficient students.The difference is mainly reflected in the two aspects of the listening meta-cognitive strategies and the cognitive strategies.There are almost no difference in the social-effective strategies used between the more proficient students and the less proficient students.Based on this,this study attempts to give some advice for English learners and teachers.English teachers should stress the differences in listening strategies used in the process of listening comprehension,and promote the exchanging and sharing of listening strategies among students of different disciplines and levels.Guiding students to raise their awareness of meta-cognitive strategies,and developing appropriate listening learning plans based on their actual English proficiency.To strengthen the training of listening cognitive strategies,and to guide students to predict and infer according to the headings,subject sentences,related words,speaker's tone,intonation and posture of listening materials.To strengthen social and emotional strategy guidance,creating a relaxing and harmonious listening classroom atmosphere for students,and proposing different listening goals for students with different levels of listening.