A Practical Study Of Stratified Assignment In English Listening Teaching In Senior High School

Effective homework is not only the extension and consolidation of classroom teaching content,but also the timely detection and feedback of classroom teaching effect.The National English Curriculum Standards for Senior High Schools(2017 edition,revised in 2020)requires that attention be paid to students’ personalized and diversified learning and development needs.However,the homework reform lags behind other teaching links,and there are complicated and “one size fits all” problems in the homework of senior high school students,so it is also necessary for senior high school teachers to reduce students’ burden of homework and increase efficiency.In English teaching,the new NECS further emphasizes the status of English listening as an understanding skill.However,the teaching of English listening has not received enough attention.On the one hand,its teaching time is relatively short and the form of listening training is relatively simple.There is a large gap in students’ English listening level.On the other hand,students think that English listening is not so important as reading and writing,and their interest in English listening is also relatively low.Stratified homework is an important part of stratified teaching.It is targeted homework based on different actual levels of students.Stratified homework has been effectively applied in the compulsory education stage,and is one of the effective strategies to realize the diversified development and burden reduction of students.In view of that,this study attempts to implement stratified assignments according to students’ differences in English listening teaching of senior high school,with a view to improving the listening level of students at all levels.Based on Krashen’s comprehensible input hypothesis and affective filtering hypothesis,the researcher designs common assignments and stratified assignments for students at three different levels,and the study intends to answer the following three questions:1.What changes happen to students in terms of English listening comprehension ability?2.What changes happen to students’ emotions towards English listening?This study takes 52 students in a class of senior one in Chengdu X High School as the research objects and another class at the same level as the control class(CC).Based on investigation and analysis of the current situation of students’ English listening by using the methods of questionnaire and testing,the study carries out the practice of stratified English listening assignments for students at three different levels of English listening in the experimental class(EC)for one semester.Finally,the data are collected through tests,questionnaires,and interviews,and are processed and analyzed by SPSS.The results show that the stratified listening assignments have a positive impact on the English listening comprehension ability of students at all levels.The students at three levels have made significant progress in obtaining detailed factual information and understanding the speaker’s purpose,attitude,and views.And the students at the C level have made the greatest progress.At the same time,stratified listening assignments play a positive role in improving students’ interest and attitude toward English listening learning,especially for students at Level C.They also improve students’ anxiety about English listening at Level B.Thus,this study can provide some enlightenment for the teaching of English listening in senior high schools.The homework that meets the students’ English listening level can strengthen their positive emotion in learning.Teachers should pay attention to English listening instruction and differences among students in this respect,assign targeted and comprehensive homework according to the actual levels of students,and enhance students’ interest in English listening learning,thus improving all students’ ability to use language comprehensively.