The Individualized English Listening Teaching Methods Of Senior High Schools Which Based On Cognitive Styles Theory

During the procedure of second language acquisition, Listening plays an important role. At the meanwhile, listening as a complex cognitive procedure has closely correlation with cognitive styles. In recent years, Listening teaching has aroused widely attention, but teaching effect still cannot make us satisfying. In addition, the ministry of education proposed the individualized teaching which takes students as the central part. However, in our country seldom teachers use this kind of strategy. According to this, the article takes the theory of cognitive styles as an entry point, and then explores the English listening individualized teaching methods of senior high school.The subjects of this research are second-year students in the first middle school of Yanshou county. Two major instruments are GEFT and two listening tests. The research mainly investigates the senior high school students’ cognitive styles, listening grades and the correlation between them. The author used SPSS to analyze the cognitive styles’ distribution among senior high school students and described the correlation. According to the results of description, the author proposed the individualized teaching strategies which benefit to senior high school students’ English listening. At the beginning of the experiment, the experimental class uses this teaching method, while the constructive class uses the normal method. When the experiment is finished, the author compares these two classes’ grades.Through the empirical research, the following conclusions can be drawled. Firstly, most of senior high school students tend to the FI cognitive style. Secondly, listening grades have positive correlation with the sores of GEFT; FI students get higher marks in the listening tests. Thirdly, the English listening individualized teaching methods which are based on cognitive styles are beneficial to the improvement of students’ listening achievement.We believe that the relative conclusions which drawled from this research can provide theatrical basis and practical guidance for the implementation of English listening individualized teaching. First of all, this teaching strategy can be used in the classroom teaching. The second, with the development of technology, the individualized teaching strategy can be applied into other subjects’ teaching.