An Investigation On The Use Of English Learning Strategies In Senior High Schools

Among four basic abilities,listening,speaking,reading and writing,listening is in a primary position and is also the foundation of effective communication.Listening strategies are an essential part of language learning strategies;they are a series of steps and actions which are used to promote the efficiency of listening and improve the competency of listening comprehension.Based on the theory of language learning strategies and listening learning strategies,this study intends to explore the general situation and problems of English listening strategies used by senior high school students,and analyze the use of listening strategies in different grades in senior high schools.A systematic survey was carried out in three senior high schools of Huaibei,Anhui province.The questionnaire and interview were given to 338 students from grade one to grade three in those three schools.The questionnaire in English listening was designed by referring to those of Huang Sheng(2008)and Oxford(1990).Spss17.0 was used to analyze the data.This thesis has four objectives.First,it is to get a general understanding of overall situation of listening strategies used by senior high school students.Second,it is to get to know the use of listening strategies in different grades.Third,it is to verify whether there are significant differences in the use of listening strategies between grades.Last,it is to find out the problems in the use of listening strategies in senior high schools.The main conclusions are as follows:(1)The general situation of the use of listening strategies by senior high school students is unsatisfying.Senior high school students can only employ English listening strategies at medium level.Cognitive strategies are most frequently employed by senior high school students among three strategy categories.Meta-cognitive strategies are employed less frequently than Cognitive strategies,but a bit more frequently than socio-affective strategies.Socio-affective strategies are least frequently employed.(2)Among three grades in senior high schools,Grade Two's frequency level is the highest,Grade one's frequency level is the lowest on English listening strategy application.Grade Three's frequency level is lower than Grade Two's,but higher than Grade one's.(3)There is significant grade difference in meta-cognitive strategy application and cognitive strategy application.Grade difference in socio-affective strategies application is insignificant.(4)There are some problems in listening strategy application.The autonomic listening learning and the sense of cooperation of senior high school students need be strengthened;students rely too much on their mother tongue;what's more,their listening skills should be enhanced.Finally,this paper puts forward some suggestions on English Listening Teaching in senior high school.First,English teachers should help students to enhance their awareness of English listening strategy application,especially meta-cognitive strategies,and guide students to develop the habit of autonomic learning.Second,teachers should pay more attention to the training of listening strategy application,making listening strategy instruction a part of their routine listening teaching.Third,socio-affective strategies should be laid more stress on.Last,specific and planned training of English listening strategies should be developed according to grade differences in English listening strategy application.