An Investigation On The Relationship Between Senior High School Students' Metacognitive Awareness In Listening And Listening Achievements

It is generally acknowledged that listening plays an important role in language learning and people's daily life.But some students still find that listening comprehension is the most difficult part to learn.In addition,listening has become a requisite part in language testing in schools.It is of great significance both in language learning and teaching.Many scholars have tried every means to enhance students' listening abilities and gotten great achievements.Some researchers find that students who have better metacognitive awareness of listening comprehension are apt to understand English listening much easier.Meta-cognitive awareness is the degree to which language learners are conscious of their strategies,adjust and control their process of L2 listening comprehension.Many researchers have conducted the relevant research in this area in Western countries.It is also a fact that the study of listening metacognitive awareness in Chinese academic circles started late.Based on present insufficiencies,the study takes200 high school students in Xing Tai city as subjects to investigate and discuss the following two questions:Question 1: What is the current situation of senior high school students' metacognitive awareness in listening?Question 2: Is there a correlation between students' metacognitive awareness and their listening achievement?Metacognitive Awareness Listening Questionnaire(MALQ)designed by Vandergrift is used in this study to figure out the situation students' metacognitive awareness.Later on,all the data are analyzed by SPSS13.0.Descriptive statistics is applied for question One.And Pearson correlation analysis is for question Two.And the major findings can be summarized as follows:Senior high school students' metacognitive awareness in listening is at a medium level generally.Of all the five sub-scales of students' metacognitive awareness,problem solving gets the highest mean,and then followed by planning and evaluation,mental translation,person knowledge.And directed attention gets the lowest mean.And at the same time,students should try to avoid mental translation if they want to be skilled language learners.There is a relatively significant positive correlation between senior high school students' metacognitive awareness in listening and their listening achievements.And the development of students' metacognitive awareness is helpful for their enhancement of listening achievements.What is more,of all the five subscales,the positive correlation of listening scores and metacognitive awareness is the highest.And then directed attention comes afterwards,and followed by planning and evaluation and person knowledge,while mental translation is negatively correlated with students' listening achievements and should be avoided by skilled learners.On the basis of the findings above,some suggestions both for English listening teaching and learning will be put forward.And then the limitations and suggestions researches will be presented.