A Study On The Obstacles Of English Listening Comprehension For Senior High School Students From The Perspective Of Metacognitive Theory

Metacognition has a guiding and coordinating role in the foreign language learning process.It refers to the introspection,control and regulation of the individual's cognition process based on one's own cognitive process consciousness.The core concept is to emphasize the self-recognition and self-regulation of individual behavior and require individuals to monitor and adjust their cognitive processes.Metacognition can cultivate students' awareness and ability to learn independently and form a correct view of language learning.As far as learners are concerned,mastering the basic skills of listening,speaking,reading and writing is the most basic element of learning a foreign language.As the first of four language skills,listening is also a prerequisite for basic or even prerequisite in the process of language communication.From the perspective of information theory,listening comprehension determines whether the listener can objectively,accurately and comprehensively grasp the input information in the language exchange to make an effective response and whether the communication activities can be carried out naturally and smoothly.However,in the current middle school education stage in China,the inefficiency of listening teaching is a major problem.In recent years,the related research on the listening comprehension obstacles of senior high school students in domestic and foreign literature is not rich enough,there is no effective guidance of practical theory.Under such circumstances,combined with metacognition theory,this paper deeply analyzes and discusses the obstacles of English listening comprehension of senior high school students and finds out the main influencing factors of middle school students' English listening comprehension obstacles.Under the guidance of metacognitive theory,the author will put forward a reasonable listening teaching strategy to promote the development of senior high school English teaching.This paper takes questionnaire method,interview method and literature analysis method as the main research methods,takes Hanzhong middle school teachers and students as the research object.The author conducted a four-month planned metacognitive instructional listening teaching experiment in a total of 240 students of two classes for grade 1 and grade 3in Hanzhong middle school.After using SPSS software to test and confirm the reliability and validity of the questionnaire,the results of the questionnaire were analyzed and compared.Atthe same time,the results of the questionnaire were verified by the interview with 10 first-line teachers.Finally,the survey data of the questionnaire was supplemented.The following conclusions were drawn:1.From the perspective of metacognitive theory,the listening comprehension obstacles of high school students are mainly caused by three aspects: language knowledge,cultural knowledge and self-learning ability.2.From a vertical perspective,the strategy derived from metacognitive theory can improve students' ability to control the whole listening learning process and also can cultivate students' self-learning awareness and self-learning ability.3.On the whole,the application of metacognition theory to high school English listening teaching can have a positive impact on students' English listening learning.