An Experimental Study On Application Of Listening Strategies Into Listening Teaching In Junior High School

The new English curriculum standards define the requirements and teaching purposes ofthe junior high school listening teaching. It points out that in the listening study, studentsshould learn to distinguish voices and understand the main meaning of the materials; studentsshould be able to grasp the key information and the subject; students should be able tounderstand the logical relations and the development sequence of things; they should be ableto predict, understand the speaker’s intention and attitude and be able to accurately evaluatethe content and understand the deep meaning. In listening teaching, teachers should guidestudents to imitate the formal speech, intonation and pay attention to cultivate students’language sense and ability of acquiring and processing information. However, because theylack of relevant theoretical knowledge and teaching methods are single, some Englishteachers put more focuses on the results of listening, and ignore the listening process. Inaddition, at present, in the most of the middle schools of our country, the teaching methods oflistening course are still asking students to passively listen to the tape for the answer, andeven some schools ignore the listening teaching. As a result, the teaching effect is not obvious.Therefore, how to improve the effect of listening teaching and students’ listeningcomprehension is an important task that English teachers are facing currently.Studies of learning strategies arose in the1970s. These researches have shown that usingeffective learning strategies, students not only can promote learning, also can improve thelearning effect; enforcing the cultivation of learning strategies in teaching can promoteclassroom teaching and improve teaching effect for teachers. However, studies on listeningstrategies are relatively less, and among the research subjects, college and senior high schoolstudents are in the majority and junior high school students are in the minority.Based on the cognitive theory, constructivism and schema theory, with the currentsituation of listening teaching of the first grade in a certain middle school of ZhangjiakouCity, the experiment is conducted to prove that the instruction on listening strategies inlistening teaching can promote the listening comprehension level and strategy awareness ofthe junior high school students. The research selects two groups (Experimental Group, Control Group) of the first grade, and each group contains34subjects. In ExperimentalGroup, the teacher will apply learning strategies in the listening teaching. In ExperimentalGroup, the teacher teaches learning strategies in the process of listening teaching; in ControlGroup, students do not accept any learning strategies instruction. And the English classes ofthe two groups are taught by the author. The research collects data by the pre-test, post-test,interview and questionnaire, and uses SPSS for data analysis.By the experimental study, the author has found that teaching listening strategies canobviously improve the junior high school students’ listening comprehension and strategyconsciousness. The study gives us the enlightenment that the appropriate application oflearning strategies into English listening teaching in the junior high school can improveteaching effect, but this does not mean that all the listening strategies can improve the level ofall the students’ listening comprehension. According to different students, teachers should payattention to individual differences and use different teaching methods and teaching strategies.Meanwhile, the strategy instruction puts forward higher requirements for teachers.