Improving The Ability Of Junior Middle School Students With Learning Difficulty In English Listening Comprehension Through Metacognitive Strategy Training

The author of this paper makes a study from the perspective of metacognitive strategies, to explore after the learning of metacognitive strategies, whether students with learning difficulties in English listening comprehension in junior high school can improve their English listening comprehension ability or not. Focus on the following two questions:1) After the experiment, whether those students can improve the consciousness of using metacognitive strategies or not? 2)Through the application of metacognitive strategies in listening comprehension teaching in junior middle school, whether those students can improve their listening achievement or not?This paper takes 46 students with learning difficulties in English listening comprehension as the research subject, they are some of the students from class two and class five in Gangcheng NO.8 Middle school in Qingshan Wuhan. The metacognitive strategy training lasts for one semester. The teacher guides the students to plan for the learning process,monitor the learning process and evaluate the learning process from three stages:before listening,while listening, after listening.This paper shows an experimental teaching case of metacognitive listening strategy.In this paper, the author analyses the results of metacognitive strategies questionnaire survey of students before and after the test, finds that students become more skilled to use metacognitive strategies after the experiment.The author uses statistical software SPSS 17.0, uses independent samples T test and paired samples T test to deal with the original data.After the application of metacognitive strategies in listening class, the students’ listening comprehension test scores increased a lot. The study finds that:1)Before the experiment,students with learning diffuculties in English listening comprehension do not know much about listening strategies or use them in the listening process,2)After a short term of strategy training, those students can use metacognitive strategies and listening strategies more effectively, and students’ listening performance improved a lot.English teachers in middle schools can get some ideas from the research results in English Listening Teaching:1)Teachers train students metacognitive strategy in listening classes can help students to make their learning plan, monitor their learning process and evaluate their learning effect, help students to find out problems and solve problems timely in their listening learning.2)Teachers cultivate students’ metacognitive awareness, at the same time, it needs to cultivate students’ ability to use metacognitive strategies in daily teaching activities, to accelerate the process of internalization and automation, to help students improve their English listening ability.