The Research On The Listening Strategies Use Of Senior High School Students

In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). Of all the research in this area, listening comprehension strategies have attracted researchers'special attention. Listening is one of four basic language skills. However, most of these studies were conducted either in Western countries or in Chinese universities, and very few have been concerned with Chinese high school students. Based on the theoretical model for listening strategies, and under the inspiration of the existing research, the present thesis mainly discusses the general condition of senior students'using listening strategies and the differences in the use of listening strategies between high level students and low level ones. In addition, the effects of awareness of strategy use are also investigated. In this study, a listening strategies questionnaire and an examination on listening for the survey tool, 90 senior students in my class participated in the research. The questionnaire mainly investigates the condition of senior students'using 30 listening strategies. Then use EXCEL to analyze the data.The results of research on how much knowledge high school students acquire and on what listening strategies they often use show that listening strategies often play a major role in students'achievements of listening comprehension. the students with better listening ability are better at self-supervising , training related language abilities and using listening techniques.The analysis above indicates that English listening teaching in middle schools should aim at what English listening is, what students should prepare for listening and how English teachers should train students'listening strategies. In other words, both middle school English teachers and students should understand fully the importance and essence of English listening; English listening teaching should be combined with kinds of English teaching such as vocabulary teaching, grammar teaching, phonetics teaching and reading teaching. Through this research, I suggest that the teacher should encourage and train the students to use the listening strategies in their daily teaching to improve their listening ability. For example, in the social/affective part, teachers should help the students'overcome the panic; in the meta-cognitive, teachers should adjust the students to learn how to plan their listening study; in the cognitive, teachers can help students to use some successful strategies to get information while listening. 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 actively, as well as to encourage students to self-evaluate and self-direct their learning.