A Study Of The Correlation Of The Use Of English Listening Strategy And The Scores Of Junior Middle School Students In Ruzhou Experimental Middle School

In recent years,with the continuous reform of English teaching,students' English listening ability is becoming more and more demanding.However,influenced by traditional listening teaching mode,the English listening class is inefficient.In order to solve this problem,this paper takes O'Malley & Chamot's and Oxford's the classification of language learning strategy as the framework,taking the 248 students of Ruzhou Experimental Middle School as the research object,using quantitative and qualitative methods,focusing on the following questions:How is the situation of using listening strategy in the junior middle school students in general? What is the difference between high score group and low score group in three strategy using? Is there any correlation of using listening strategy and listening scores in junior middle school students? If it is,what is the correlation?After the final examination,the author conducted a real name survey to the 248 students with a questionnaire whose reliability and validity is qualified,and then collected their listening scores.After inputting the collected data into SPSS and contrasting with Oxford's strategy using frequency table,the frequency of utilization of listening strategy in the junior middle school students can be seen.Then this research took out 62 students from the top and 62 students from the last according to listening scores to compare and analyze the different use of listening strategy.Lastly,this paper counted out the correlation coefficient of using learning strategy and listening scores,and analyzed the correlation of both with the multiple regression analysis.The concrete conclusion is as following:In general,the most frequently used are social affective strategy,followed by the cognitive strategy and the last are metacognitive strategy.There are differences on the frequency use of the three strategies between the high and low groups: the frequency use of the three main strategy in high score group is generally higher than low score group.The biggest difference is the use of metacognitive strategy,and then the cognitive strategy,while the final one is social affective strategy.Through the SPSS correlation analysis,it can be seen that the use of these three strategy and listening scores are positively related.The most relevant are cognitive strategy,the next is metacognitive strategy,and finally one is social affective strategy.That is to say,the use of metacognitive strategy may influence the listening performance mostly,while the least one is the social affective strategy.The results of the regression analysis show that the overall impact of listening strategy on the listening scores for 14.1 percent which means the listening strategy is not the only factor who can affect the the listening performance,it may also be influenced by the learning style,character,interest,attitude and so on.Based on the above findings and the results of the interviews from the students,the paper puts forward some suggestions to the listening teaching in middle junior school,such as guiding students to use listening strategy consciously,helping students to choose their own learning strategy and training them to use listening strategy regularly.Finally,the author points out some shortcomings and the possible improvements of this research.