Study On Application Of English Listening Strategies By Different Grades In Normal High School

Second language acquisition includes four basic skills, such as listening, speaking, reading and writing. Listening is an important form of language communication. In modern society, as a means of language testing, listening test occupies an important position and has been widely presented in all kinds of levels of examinations. English learners pay more and more attention to English listening ability. Affected by many factors, English listening level of high school students is unsatisfactory. Many language researchers from home and abroad have focused on the use of learning strategies, especially listening strategies. They analyzed and researched on English learners of different levels and proved the importance of listening strategies.Based on O'Malley and Chamot's learning strategy and combined with the Input Theory, this paper studies and analyzes high school students of different grades through the questionaire, the listening tests and other tools. It aims to explore the use of listening strategies by students of different grade in a high school, the correlation between the use of listening strategies and listening scores, and whether there is a difference about the use of listening strategies between high score and low score group.Findings of the study are as follows:1. The three kinds of listening strategies are employed by students of all three grades, which are meta-cognitive strategy, cognitive strategy and social-affective strategy. In general, the use frequency of overall strategy is at a medium level. Cognitive strategy is more frequently used, meta-cognitive strategy is used at a medium frequency level and social-affective strategy is at a lower frequency level. And the senior students use the three strategies more often than younger students. (What's more, students of three grades often use pre-planned strategy, select/focus strategy, form-focused strategy and mother-tongue strategy. And the senior students use these strategies more often than younger students, too.)2. On the whole, there is a significant correlation between the use of listening strategies and listening scores, and the use of cognitive strategy has the closest correlation with listening scores, next is meta-cognitive strategy, and social-affective strategy is the weakest.3. The students from high score group use far more strategies than those from low score group. Both groups use social-affective strategy at a lower frequency. But there is a significant use of cognitive strategy by both groups. Students from high score group mainly use meaning-focused strategy. They are good at predicting, associating and inferring during the process of listening. While students from low score group mainly use form-focused strategy and mother-tongue strategy. They focus more on new words and grammar, also depend on mother tongue. Therefore we know the listening score is closely related to the usage of listening strategy.Based on the above findings, the author puts forward some tentative suggestions for English listening teaching in high school.