Junior Middle School Students English Listening Learning Strategies Of Empirical Research

It is impossible to learn English well without mastering the four basic skills of listening, speaking, reading and writing, among which listening is the first important factor. At present for most Chinese students, listening is very difficult. More and more teachers and researchers are thinking about how to teach English effectively. Most of them think training the students to use listening strategies not only helps improve listening process but also increase learning efficiency and ease burden. Therefore, many studies have been made on listening comprehension strategies, among which the number of studies on secondary school students is relatively small. The number of comparative studies on the use of listening strategies in different grades is even smaller.As the circumstances above, the thesis tries to explore the following questions: What are the general strategies employed by the secondary students and what about the frequency of the listening strategies? Are there any different strategies between the high score group and low score group? Is there any relevance between the listening performance and the listening strategies? What are the efficiency listening strategies for secondary school students?The participants in the study are179secondary school students from two schools of Nanjing city. Based on the theory of study strategy and O’Malley and Chamot’s classification, the questionnaires were designed, which covers three major categories: meta-cognitive strategy, cognitive strategy and social\affective strategy. Descriptive statistics and ANOVA analysis in SPSS13.0are used to analyze the data. At last the reseacher combine the data and the interview to discuss the result.The findings of the research indicate that,1) the three kinds of strategies are employed in the listening process, which are meta cognitive strategy, cognitive strategy and social\affective strategy and in general the overall strategy use frequency is at a medium level. Meta-cognitive strategy is more frequently employed, cognitive strategy is at a medium frequency level and social\affective strategy is at a lower frequency level;2) The students from high score group use far more strategies than low score group and the use of meta-cognitive strategy is at the highest frequency level, the use of cognitive is at a little higher frequency level and then social\affective. The use of social\affective is at lowest frequency level in the two groups;3) There is a significant relation between the strategies and performance, among which meta-cognitive strategy has the closest relation with the points, next is cognitive strategy and social\affective strategy. The higher scores the students get, the more frequently the students use the strategies.Based on the findings, this thesis sums up some efficiency strategies and points out that teachers should try to cultivate students’awareness of using strategies, infiltrate strategies into listening teaching and have meta-cognitive strategy training regularly. Finally, some tentative suggestions for English listening teaching are presented.