A Survey On English Listening Autonomous Learning Of High School Students In Guangxi

During the process of learning English,language output is based on a large amount of input,and listening plays an important role in the input of language.However,most English learners in China do have a low level of listening performance,and students in the same class often have different listening level.The majority of listening materials need to be completed by students through autonomous learning outside of class,which has become inevitable after the lesson.How to encourage and support the students’ abilities to learn English through individual listening are becoming imperative.This research tries to give answers to three main research questions:(1)What are the overall situations of listening autonomous learning among high school students in Guangxi?(2)What are the specific situations of listening autonomous learning among the students of different English levels?(3)What are the problems and their causes?Through the literature analysis,the research discusses the features of listening autonomous learning that meets the characteristics of this study and makes a relevant elaboration of its connotation.Then,the article applies a combination of quantitative and qualitative research methods to investigate the current situations of English listening autonomous learning in general high schools in Guangxi district.The collection data are from 236 students of grade two of several general high schools,Guangxi.Secondly,by analyzing the current situations of listening autonomous learning among students of different English levels from the four schools,the problems of the group with low listening autonomous learning ability are identified.Then,the reasons for the existence of the problems are analyzed based on the content of the interviews.Further,the major findings are described in accordance with the two research questions.First of all,it can be found from the research result that in general,students’ autonomous learning of listening is at an intermediate level,with the 3.12 average value,so they have a certain degree of autonomy in their listening learning.The second finding of the study is that students’ autonomous learning in listening varies from one school to another.School B has a higher level of autonomous learning than the other three schools A,C,and D.What is more,the students’ performances on listening autonomous learning at the four schools exhibit tendencies that corresponded to their various levels of English.This reveals that students at higher levels outperform those at intermediate and lower levels in autonomous listening.On the contrary,compared to the students with high and intermediate English level,students with poor English proficiency have the worst autonomous listening learning.Finally,the autonomy of students in the same school varies significantly across the dimensions of autonomous learning in listening.Among what they do,these students have poor autonomy in terms of listening learning content,listening learning time,listening learning approach,listening learning process,and listening learning outcome.The choice of listening materials,timing of learning schemes,self-reflection and assessment of learning outcomes,and deficient usage of methods are all areas where students struggle.The author wants to offer solutions to these issues in order to provide guidance for the teaching and learning of English listening,to increase the efficacy of teaching and learning,and to help them both establish a habit of lifetime learning.