A Practical Analysis Of English Listening Strategy Training In Senior High School

This thesis is a survey on the strategy of senior high school students. 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 listening classes, the effect is rather poor because most listening classes are just listening tests by doing listening and checking understanding. Many college freshmen consider listening class in college as the most different class from the classes of senior high school and it's hard for them to meet the requirements of college English learning. At the present stage, the trends of the research of foreign language teaching are focusing on how to learn rather than on how to teach. Many experts categorize listening strategies as one kind of learning strategy, which can be categorized into three parts, metacognitive, cognitive and social/affective strategies. Lots of experiments on listening show that teaching listening strategies is better than not doing it, as it can arouse the students' interest and make listening a little easier in their following studies. Based on these theories, I made an investigation through questionnaires into the frequency of senior high school students' use of listening strategies. The subjects are senior high school students. 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 to use listening strategies in the daily teaching. The contents of training can be: in the training of the social/affective strategies, teachers should adjust students' motivations and help students overcome panic; in the training of metacognitive strategies, teachers should assist students to learn how to plan their listening study and evaluate their activities. In the training of cognitive strategies, teachers can help students to use some successful strategies to get information while listening. After the investigation 1 made an experiment to explore the relationship between using strategies and language proficiency. After a semester's training, the post-test performance was much higher than the pre-test records. From the survey, we can draw a conclusion: different-level listeners use different strategies. 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 in which they can learn the target language more effectively, as well as to encourage students to self-evaluate and self-directtheir learning.