A Survey On The Listening Strategies Of Senior High School English Learning And Teaching

This thesis is a survey on the strategy of senior high school leavers. Listening plays a fundamental role in foreign language acquisition and is critical to the communication process. Though most of the senior high schools have offered the listening class, the effect is rather poor because most listening class is just a listening test by doing listening and checking. Many freshmen consider listening class is the most different one from the classes of senior high school and it's hard for them to meet the requirements of college English learning. At present stage, the trends of the research of foreign languages teaching are focusing on how to learn rather than on how to teach. Many experts category listening strategy to be one kind of learning strategy, which can be marked into three parts, metacognitive, cognitive and social/affective strategies. Lots of experiments on listening shows the result, that is, teaching listening strategies is better than not doing it, which can arouse the students interesting and make it a little easier in their following studies. Based on these theories, the author made a questionnaire of frequency of senior high school leavers using listening strategies. The samples are 124 senior high school leavers. The questionnaire is made up of two parts, one is the factors about senior middle schools and their listening class, and the other is about 30 listening strategies according to the SILL. Then use SPSS11.0 to analysis the data. And the result shows the metacognitive strategies are used more than the cognitive and social/affective strategies. But generally speaking, the frequency of students using all these strategies is "sometimes". Teachers should train the students listening strategies in the daily teaching. The contents of training can'be: in the social/affective part, teachers should adjust the students motivations and overcome the panic; in the metacognitive, teachers should assist students to learn how to plan their listening study, how to feedback and evaluate their study. In the cognitive, teachers can help students to use some successful strategies to getinformation while listening. The way of training is taken by Cohen's Strategy-based instruction. The goal of strategy training is to teach students explicitly how, when, and why strategies can be used to facilitate their efforts at learning and using a foreign language. By teaching students explicitly how to develop their own individualized strategy systems, strategy training is intended to help students explore ways that they can learn the target language more actively, as well as to encourage students to self-evaluate and self-direct their learning.