A Study Of The Listening Comprehension Strategies Training In Discourse Dictation At Middle School

As an effective method of testing and learning, dictation has been wildly used in English teaching and learning. However, discourse dictation is quite a complex process, and many factors influence this process, in which the influence of listening comprehension strategies is so important that can not be neglected. Through the explore of discourse dictation from the perspective of learning comprehension strategies training at Xuanhua middle school, this study aims to answer these questions:(1) what does learning comprehension strategies training impact on students’ discourse dictation?(2) which level of students has the best progress through the strategies training?(3) what differences and common points do different students have on their strategies using? All of these try to find out the students’ difficulties and use of strategies in discourse dictation from the perspective of listening comprehension strategy. And through carrying out the strategy training, improve students’ performance in discourse dictation, cultivate their awareness to use strategies and eventually improve their listening ability.The research methods of this study are questionnaire survey, interview, and empirical study. We take interview and questionnaire survey for students to understand their problem and learning needs and to get some feedback information, then take the pre-test. After that carry out the relative strategy training according to the situation, and then take the post-test. The result data is analyzed in SPSS22.0.Through the research, we can answer the research questions: listening comprehension strategy training has a positive effect to improve students’ dictation performance, and the middle level students have the most profoundly progress by the training. The strategies of preparation, selective attention, auditory representation and effective are commonly used by students in their dictation. High-level students have a good performance in strategies using, middle-level students like using cooperation strategies most, and low-level students are not able to handle strategies very well. Besides, we also have some findings:(1) Middle school students have littleknowledge about listening comprehension strategies and discourse dictation.(2) Language competence have a certain effect on strategies using.(3) Middle school students have their characteristics in strategies using.(4) Different student has different situation in strategies using. By those findings, we put forward some suggestions for the listening comprehension strategies training in discourse dictation at middle school.