A Survey Study On The English Listening Self-efficacy,Listening Learning Strategies And Listening Achievements Of Xinjiang Students In Inland Senior Middle School

Listening is one of the five basic English skills,and the scholars have conducted lots of studies on English listening in the previous years.With the development of the social cognitive theory and cognitive psychology,the focus of foreign language teaching has been shifted from teaching to learning.The previous studies proved that both learning self-efficacy and learning strategies have positive influence on learning achievement,but there are merely researches on the relationship among these three variables,especially the studies take the Xinjiang students in inland middle school as subjects.The purpose of the present study is to explore the current situation of the three variables and the relationship among English listening self-efficacy,English learning strategies and English listening achievements of the Xinjiang students in inland senior middle school.The present study proposed the following five questions:(1)What is the current situation of the English listening self-efficacy,English listening strategies and English listening achievement of Xinjiang students in inland senior middle school?(2)What is the relationship between English listening self-efficacy and English listening learning strategies?Are there any differences between the higher-level self-efficacy students and the lower-level self-efficacy students in listening learning strategies using,and what are they?(3)What are the correlations of English listening self-efficacy and English listening learning strategies to English listening achievement?Which is higher?Is it true that the students with higher self-efficacy or higher learning strategies have better listening achievement?(4)Are there any differences between different genders in listening self-efficacy and listening learning strategies among Xinjiang Students in inland senior middle school?(5)What is the relationship among English listening self-efficacy,English listening strategies and English listening achievement of Xinjiang students in inland senior middle school?The present study uses the quantitative method to conduct the research.It uses the English listening self-efficacy questionnaire,English listening learning strategies questionnaire and an English listening test as research instruments.Then all the original data gathered from the questioners and the test are processed with SPSS 23.0(Statistical Package of Social Sciences).The data analysis shows that:there is a positive correlation between English listening self-efficacy and English listening learning strategies,and the correlation between listening self-efficacy and listening achievement is higher than that between listening learning strategies and listening achievement;the students with higher listening self-efficacy use metacognitive strategies and cognitive strategies more often than those with lower self-efficacy levels;the students with higher listening self-efficacy are inclined to get better listening achievement;metacognitive strategies is predictive to English listening self-efficacy,English listening self-efficacy is predictive to listening achievement there is no significant difference between the male students and the female students in listening self-efficacy levels and listening learning strategies using frequencies.According to Bandura(1977),there are four factors that affect self-efficacy,enactive mastery experience,vicarious experience,verbal persuasion,and physiological and emotional states.So in order to raise the Xinjiang students' English listening self-efficacy,we can get the implications from the above four aspects.The teachers of Xinjiang classes should use different kinds of students-oriented teaching methods to improve the students'English listening self-efficacy;the teachers should make the listening learning strategies training as part of their regular teaching,but also need to create some opportunities for the learners to apply the listening learning strategies in their practical learning process.The language teachers should combine English listening self-efficacy and English listening learning strategies together in their teaching process.For example,when the teacher is teaching some new listening techniques,he or she can encourage the students to use some certain learning strategies and tell them they are capable to do it and master the techniques,thus it can help the raise the students' listening self-efficacy and raise their listening learning strategies in the meanwhile.