A Study On Gender Difference In Listening Strategies Self-evaluation Of The Third-Year Students Of Junior School

With the promulgation of New Curriculum Standard and the advancement of the curriculum reform,English basis education has paid attention to all-round development,personalities and characteristics of students.It makes the general English educators explore suitable teaching methods for students continuously.Listening learning is the key and difficult points for the third-year students of junior school.It is of great importance to improve students' grades for effective listening strategies.Yao etc.(2010)put forward that there are obvious gender differences between boys and girls and focusing on gender difference can promote the use of students' listening strategies effectively.This thesis tries to answer the following research questions :(1)How is the third-year students self-evaluation of listening and overall situation of listening strategy?(2)Is there any significant gender difference in listening ability self-evaluation of the third-year students of junior school?(3)Is there any significant gender difference in the three categories of listening strategies self-evaluation of the third-year students of junior school?(4)Is there any significant gender difference in the Specific listening strategies self-evaluation of the third-year students of junior school?The thesis,with a combination of questionnaire survey and interview,analyzes the gender difference of some middle school 338 students(boys 158 and girls 180)in Changshou district in the self-evaluation of listening ability,the self-evaluation of listening strategies and the three strategies(meta-cognitive strategy,cognitive strategy,social/affective strategies)of the third-year students of junior school.And the factors affecting the results of the survey and the reasons for the gender differences were discussed in the thesis.The data was analyzed with SPSS17.0.The interview was conducted 4 students(2 males and 2 females)who have responded.From the results of survey and interview: the listening ability self-evaluation and the listening strategies using of third-year students of junior school are general.The best strategy used is social/affective strategies and the worst strategy used is cognitive strategies.There is significant gender difference in listening ability self-evaluation and the three categories(meta-cognitive strategy,cognitive strategy,social /affective strategy)of the third-year of junior school.But there is no significant difference in directed attention and self-management of meta-cognitive strategy,recognizing and using formulas and patterns and practicing naturally of cognitive strategy,encouraging yourself of social/affective strategy.The cause of this kind of situation is not only because of the existence of gender itself,but also the cognitive style,learning style,learning motivation and other factors of students.