An Investigation On The Use Of English Learning Strategies Of Listening In Junior High Schools

Listening ability is a key part of English language practice and an important condition for the all-round development of English proficiency.With the development of social changes,students' English ability is facing higher requirements.At the same time,many scholars believe that training students to use listening strategies effectively can help students to carry out listening training and improve their listening performance.The junior middle school stage is the golden period of the students' development,is also carries on the study strategy training the great opportunity.Through the investigation and research on the application of English listening learning strategies in junior middle school students,this paper finds out the existing problems and the author hopes to provide some practical reference materials for junior middle school students' listening learning and listening teaching..This paper collects the data of English listening strategies of 321 students from two middle schools in Anqing.The questionnaires are based on the classification of learning strategies of O'Malley and Chamot,and are designed according to the detailed classification of Vandergrift and Huang Sheng.In addition,18 students and 6teachers were interviewed.The purposes of the survey are:(1)to understand the current situation of junior middle school students' use of listening learning strategies;(2)To analyze the use of listening strategies by junior middle school students of different grades,high and low groups and gender;(3)to compare the differences in the use of listening learning strategies of junior middle school students of different grades and gender;(4)to find out the problems in the use of listening learning strategies of junior middle school students.The results of the survey show that:(1)the overall use of listening strategies of junior high school students is not good,among them,the social / affective strategies were used more frequently,cognitive strategies were used less frequently,and meta-cognitive strategies were used less frequently;(2)The second grade students' use of listening strategies is obviously better than the first grade students,In the second grade of junior high school students,the students with high scores use listening strategies more frequently than the students with low scores,at the same time,the high-scoring students have the highest frequency of using metacognitive strategies;(3)There are significant differences in the use of various listening strategies among junior middle school students of different grades and groups of high and low score,and there are significant differences in the use of cognitive and social / affective strategies among different gender students,however,there was no significant difference in the use of metacognitive strategies;(4)there are some problems in junior middle school students' application of listening strategies,such as weak autonomous learning ability,insufficient logical thinking and generalization ability,insufficient command of listening skills and insufficient awareness of cooperative learning.At last,the paper puts forward the corresponding countermeasures to the problems found.First of all,it is about the students.The author thinks that the students themselves should make clear their self-ability,cultivate their study interest and insist on the cultivation of their skills.For Teachers,I think they should help students to identify learning goals and strengthen the systematic training of learning strategies.