| As an input skill,listening plays a significant role in English learning.In recent years,many scholars have paid attention to the application of meta-cognitive strategies in listening teaching.However,most studies aim at college and high school,and seldom involve junior high school English listening teaching.Therefore,this thesis tries to apply meta-cognitive strategies in English listening teaching in junior high school with the intention of testing its application effects on junior English listening teaching.In this thesis,two main questions are discussed.What are the changes of junior high school students' awareness of using meta-cognitive strategies in listening? What are the effects of meta-cognitive strategies on junior high school students' listening performance? In order to deal with these two questions,a 12-week meta-cognitive strategies experiment is carried out on 90 students from Grade 8 in Shenyang No.43 Middle School.The students come from two parallel experimental class and control class.The same questionnaire is conducted to students in the experimental class before the experiment and after the experiment.Meanwhile,an interview including 6 students is made in the experimental class,which aims at exploring junior high school students' changes of awareness of using meta-cognitive strategies in listening.In addition,pre-test and post-test are performed in the two classes before the experiment and after the experiment,with the purpose of testifying the effects of meta-cognitive strategies on students' listening performance.The data of the results is analyzed by SPSS 22.0,with Independent Sample T-test and Paired Samples T-test being conducted.The results demonstrate that students in the experimental class have greatly improved their awareness of using meta-cognitive strategies in listening.Moreover,the application of meta-cognitive strategies in listening has positive effects on junior high school students' listening performance.The effects on low level students and middle level students are greater than those of high level students.Therefore,it is feasible to apply meta-cognitive strategies to listening teaching in junior high school. |
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