On Application Of Metacognitive Listening Teaching Approach In Senior High School English Listening

The paper focuses on the application of Metacognitive Listening Teaching Approach in senior high school English Listening.It mainly explores three questions:(1)How does Metacognitive Listening Teaching Approach affect senior high school students' metacognitive listening awareness?(2)How does Metacognitive Listening Teaching Approach affect students' English listening performance?(3)How does Metacognitive Listening Teaching Approach affect students' English listening learning interest,thinking quality and self learning ability?By conducting Metacognitive Listening Teaching Approach for eight weeks,the author finds that:(1)Metacognitive Listening Teaching Approach can improve students' plan evaluation strategies awareness(P ? 0.01)and problem solving strategies awareness(P ? 0.05).(2)Metacognitive Listening Teaching Approach can improve students' listening score,English listening score of Experimental Class students is better than that of the Control Class as a whole,and there is a difference between the two classes(P ? 0.1).Thirdly,by the interview method,the author finds that Metacognitive Listening Teaching Approach is beneficial for improving students' English listening learning interest and thinking qualities,but it is not obvious to improve students' self-learning ability.This thesis is divided into five parts.The first part is the introduction.It states the importance of English listening in current English teaching,Metacognitive Listening Teaching Approach and Meta-cognitive Listening Awareness.The content and the structure of the paper are introduced too.The second part is literature review.It introduces Vandergrift and Goh's classification on English listening teaching methods and researches about Metacognitive Listening Teaching Approach at home and abroad.It focuses on the theoretical foundation,teaching process and teaching sequence of Metacognitive Listening Teaching Approach.The third part mainly introduces the research tools MALQ(Metacognitive Awareness Listening Questionnaire),English listening test questions,individual semi-structured interview questionnaires,and related research methods,such as the questionnaire survey method,the experiment method,and the interview method.The fourth part is the argument.Firstly,the paper describes in detail the research process of the three questions.It discusses the conclusions obtained by the questionnaire data and the analysis of the interview contents.Secondly,integrating students' feedback on metacognitive listening teaching experiments,the author proposes relevant suggestions when conducting Metacognitive Listening Teaching Approach,for example,students also need to pay attention to specific listening skills,grasping semantic cues and word boundaries in listening,learning more pragmatic knowledge and discourse knowledge,developing language thinking ability.The fifth part of the thesis summarizes the key findings of the research,and points out the limitations such as smaller sample size and single research method.It also points out that future researches should pay more attention to the diversity of research methods,and the research content should be more focused specific lesson design.