An Investigation On The Relationship Between Senior High School Students' Meta-cognitive Awareness And English Listening Comprehension Achievements

Meta-cognitive awareness in foreign language listening activity mainly refers to the cognition of person knowledge,task knowledge and strategy knowledge in listening.It includes five dimensions:problem solving,planning and evaluation,mental translation,person knowledge and directed attention.Meta-cognitive awareness in listening reflects students' awareness on perceiving and monitoring English listening process to some extent.This study will investigate students' English listening meta-cognitive awareness in a common senior high school in Longyan City by using questionnaire and interviews to mainly explore the following questions:1.What is the general tendency of senior high school students' English meta-cognitive listening awareness?2.Is there correlation between senior high school students' meta-cognitive listening awareness and their English listening comprehension achievements?If so,to what degree do they correlate?3.Is there significant difference between girl students'English meta-cognitive listening awareness and boy students' English meta-cognitive listening awareness?4.Is there significant difference between high-score students' English meta-cognitive listening awareness and low-score students' English meta-cognitive listening awareness?The data were collected and analyzed with spss13.0 and the results are as follows:1.The meta-cognitive listening awareness of senior high school students are at a medium level.Their awareness of directed attention and problem solving is the highest,while the awareness of planning and evaluation is the lowest.2.The meta-cognitive listening awareness of senior high school students highly and positively correlates with their English listening comprehension achievements,and the coefficient of correlation is 0.523.Senior high school students' awareness of problem solving,planning and evaluation,person knowledge and directed attention significantly correlates with their English listening comprehension achievements,but there is no correlation between their awareness of mental translation and their English listening comprehension achievements.3.There is no significant difference between girl students' meta-cognmtive listening awareness and boy students' meta-cognitive listening awareness.However,girl students'awareness of mental translation is significantly higher than boy students'.4.There is significant difference between high-score and low score students' meta-cognitive listening awareness.High-score students'awareness of problem solving,planning and evaluation,person knowledge and directed attention are higher than low-score students',but their awareness of mental translation is not significantly different.This study not only reveals the relationship between senior high school students'meta-cognitive listening awareness and their English listening comprehension achievements but also offers some suggestions to English educators',listening teaching.Therefore,this study will help to improve senior high school English listening achievements in both theoretical and practical aspects.