A Study Of The Correlation Between High School Students' English Listening Strategies And Listening Academic Achievements

Listening,as one of the input skills,plays a crucial role in people's foreign language learning.In recent years,the continuous reform of English teaching has put more emphasis on students' English listening ability.But in the current English listening teaching process of high school,teachers and students tend to follow the traditional listening teaching pattern of playing the tape and checking the answer.The study of English listening strategies mainly focuses on college English and non-English majors,not middle school students.And there is no further study on the correlation between listening strategies and listening academic achievements of main ideas,factual information,inferred questions and attitudinal questions.Therefore,the study of the correlation between high school students' English listening strategies and listening academic achievements has certain significance and value.The research subjects are 185 ordinary high school students of Huaibei,Anhui province.At the beginning,the author carries on the English listening test.Then the author has a systematical study on students' listening strategies by a questionnaire and an interview to further discuss the following questions:(1)What's the overall situation of the use of listening strategies for high school students?(2)Is there any correlation between high school students' listening strategies and listening academic achievements? Is there any correlation between high school students' listening strategies and listening academic achievements of main ideas,factual information,inferred questions and attitudinal questions?(3)What's the difference between high-proficient and low-proficient students' English listening strategies and listening academic achievements?(4)What's the difference between male and female students' English listening strategies and listening academic achievements? In the end,some advice on the use of students' listening strategies is proposed to improve students' listening academic achievements.The results are presented as follows:(1)The overall situation of the use of listening strategies for high school students is at a moderate level,and the use of cognitive strategies is higher than metacognitive strategies and social/affective strategies.(2)The use of listening strategies are positively related to their listeningacademic achievements.And the metacognitive strategies and cognitive strategies are both positively related to listening academic achievements than social/affective strategies.Besides,the achievements of actual information are positively related to metacognitive strategies and cognitive strategies,and weakly related to social/affective strategies;the achievements of inferred questions are weakly related to metacognitive strategies,cognitive strategies and social/affective strategies.Listening strategies can effectively explain 31.6% variation of the listening academic achievements.(3)There are significant differences on the use of metacognitive strategies,cognitive strategies and social/affective strategies between high-proficient and low-proficient students,and there are also significant differences on students' achievements of main ideas,factual information and inferred questions.(4)There are significant differences on the use of metacognitive strategies and cognitive strategies between male and female students,and there are also significant differences on students' achievements of factual information and inferred questions.Based on the above research results,the author thinks that English teachers should raise students' awareness of metacognitive strategies,and help students be autonomous learners;they should strengthen students' training of cognitive strategies,and improve students' listening comprehension ability;they need to pay attention to the cultivation of students' social/affective strategies,and encourage students to participate actively.