A Study On The Application Of Selective Attention Strategy To Senior High School English Listening Teaching

Listening comprehension occupies a central position in language learning, and how to teach it efficiently has always been the difficulty in listening teaching, focused by researchers and teachers.At present, the listening teaching in the senior high school is still teacher-centered, which places stress on supplying quantities of comprehensible input and mechanical exercises to the students. Under the circumstances, the importance of learning strategy training has been ignored. The students pay attention to every word, every phrase and every sentence in the listening process. As a result, they are disturbed by different information and fail to grasp the key points of the listening materials.In order to instruct the students to pay special attention to the important or specific information based on the listening tasks and further to improve the efficiency in their listening comprehension, the researcher conducted a12-week selective attention learning strategy training (SALS training) to the120subjects from the Baodi No1. Middle School in Tianjin.For a start, the researcher did a literature review and gathered a mass of data. After that, the researcher adopted various instruments to testify the effectiveness of the SALS in the listening teaching in senior high school. And the instruments involved questionnaires, tests, students’ retrospective records and interviews to the subjectsAccording to the results of the pre-questionnaire and pre-test, the subjects in the experimental class have no significant difference from those in the control class in the strategic awareness and listening proficiency. Then, the researcher carried out a12-week training on the SALS in the experimental class. In contrast, the traditional way remained to be utilized in the control class.After the training, the result of the post-questionnaire indicated that the frequency of strategy use in the experimental class was higher than that in the control class. And the subjects in the experimental class can use the SALS and relevant strategies more deliberately. Moreover, the students’ retrospective records and interviews also supported this conclusion. On the other hand, the Independent Sample T-test and the Difference-in-Differences Model (DID) analysis showed that the listening ability of the experimental class had a greater improvement than that of the control class for the SALS training.