A Survey In The Use Of English Listening Metacognitive Strategies Among Senior High School Students

English Curriculum Standards for Senior High Schools(the 2017 edition revised in 2020)point out that students should be comprehensively cultivated from four aspects:language ability,cultural awareness,thinking quality and learning ability.Language skill is an important part of language ability.Listening,as one of the language skills,plays an important role in English learning.At present,the overall listening level of students is low.The teaching situation of reading and writing first and listening second in English classroom is not conducive to improving students’ listening ability,and it is not conducive to improving students’ comprehensive quality.Language skills and learning strategies complement each other.Research shows that metacognitive strategies can promote foreign language learning,and when applied in English listening teaching,students can get clear and specific guidance in different learning stages.Up to now,there are more researches on metacognitive strategies of college students’ listening comprehension,less research on high school students.However,English education resources are not distributed evenly,and English level of students from different regions is different.The development and reform of English education cannot be separated from the support of data.Therefore,it is of practical significance to understand the use of English listening metacognitive strategies among high school students in different regions.In order to understand the use of English listening metacognitive strategies by high school students in Yan’an City,this study,guided by input hypothesis theory and schema theory,adopts questionnaire and interview to investigate 329 students and 6 teachers in grade one and grade two of three middle schools in Yan’an City,aiming to study the following questions:(1)How is the overall use of listening metacognitive strategies among high school students?(2)What are the differences in the use of listening metacognitive strategies among students of different grades?(3)What are the differences in the use of listening metacognitive strategies among students of different genders?The research findings are as follows:(1)The survey on the overall use of metacognitive strategies by high school students shows that the average value of the overall use of metacognitive strategies by high school students is 2.8689.According to Oxford’s statistical frequency scale,the average value is in 2.5-3.4.Therefore,the use frequency of metacognitive strategies by high school students is medium.Among them,the frequency of planning,monitoring and evaluation strategy is ranked as monitoring strategy,planning strategy and evaluation strategy.(2)The data on the use of metacognitive strategies by students in different grades show that the average value of the overall use of metacognitive strategies in grade one is 2.8154,and that in grade two is 2.9162.Therefore,the frequency of the use of metacognitive strategies in grade two is higher than that in grade one.Among them,the frequency of use of planning strategy and monitoring strategy is higher in grade two than in grade one,while the frequency of use of evaluation strategy is lower in grade one.Independent sample T test results show that there is no significant difference in the overall use of listening metacognitive strategies between grade one and grade two students.Among them,the use of planning strategy has a significant difference,monitoring strategy and evaluation strategy don’t have a significant difference.(3)According to the data on the use of metacognitive strategies by students of different genders,the average value of the overall use of metacognitive strategies by girls is 2.9688,while that by boys is 2.6844.Therefore,the frequency of the use of metacognitive strategies by girls is higher than that by boys.Among them,girls use planning,monitoring and evaluation strategies more frequently than boys.At the same time,the independent sample T-test results show that students of different genders have significant differences in the use of listening metacognitive strategies.Among them,male and female students have significant differences in the use of planning,monitoring and evaluation strategies.In addition,through the detailed analysis of the questionnaire and interview results,it is found that teachers’ strategy training and listening guidance in English class play an important role in students’ English listening learning.In view of the deficiencies in high school English listening teaching and learning,the following suggestions are put forward.For teachers,it is necessary to strengthen the guidance and training of listening metacognitive strategies for high school students,so that they can develop the habit of independent learning.To help the students in grade one to develop a good sense of self-monitoring,to help the students in grade two to establish a correct sense of self-assessment;More attention should be paid to boys’ learning in listening teaching.For students,students in grade one and all male students should continue to increase the frequency of planning strategies;High school students should further improve their self-monitoring ability;Sophomore students and all male students should strengthen their sense of self-assessment and insist on reflection after listening.