An English Listening Teaching Model Based On Theory Of Metacognitive Strategies For Junior High School Students

Listening comprehension occupies an important position in the basic English language skills.For language learning,listening is the basis of language communication.In traditional English listening teaching in junior high schools,teachers and textbooks occupy a dominant position,and students are passive receivers of information in the listening process.Vandergrift&Goh(2012)divide the metacognitive listening processes into four parts: planning for the activity;monitoring comprehension;solving comprehension problems and evaluating the approach and outcomes.In listening activities,the listener consciously prepares for the listening task,monitors their own understanding based on the predicted content,makes adjustments if necessary,and finally evaluates the effectiveness of the strategies adopted in the listening process.This thesis applies metacognitive strategies to junior high school English listening teaching.This paper is guided by the definition and classification of listening metacognitive strategies according to Vandergrift & Goh(2012),and proposes a set of listening teaching model based on listening metacognitive strategy training for junior high school students.The author makes use of the natural teaching conditions during the internship and adopts research tools such as questionnaire surveys,experimental methods and interviews.The research objects are students from the two natural classes of the 16 th Middle School of Yichang.Among them,907 is an experimental class,and 903 is a control class.The experimental class adopts metacognitive listening teaching,and the control class is a traditional listening teaching model.The teaching experiment lasted for 3 months.The research mainly raised the following two questions:(1)Can the metacognitive listening teaching model improve the listening performance of junior high school students?(2)Can metacognitive listening teaching improve students’ metacognitive awareness?After the teaching experiment,the author used SPSS18.0 to perform an independent sample T test on the data,and combined with student interviews.The following research results are obtained:(1)Metacognitive listening training can improve students’ listening performance.After the metacognitive listening training,there is a significant difference between the experimental class’ s listening performance and the control class’ s performance,and the experimental class’ s performance is higher than that of the control class.(2)The metacognitive listening training can improve students’ metacognitive awareness.There is a significant difference in the metacognitive awareness of the experimental class and the control class.The metacognitive awareness of the experimental class students is higher than that of the control class.The empirical study proves that metacognitive listening strategies can be integrated in junior high school English listening teaching.It can also help to cultivate students’ listening skills and learning initiative.Therefore,the study has significant implications for junior high school English listening teaching.