An Empirical Study On English Listening Strategy Teaching In Senior High Schools

Researches on learning strategies have always taken a significant role in studies on second language learning,as a necessary part of which,listening strategies have attracted much attention as well.Many surveys and researches on the usage of listening strategies and the application of listening strategies in teaching have been made in the past years.However,those researches are mainly conducted among undergraduates who do not major in English.Meanwhile,high school students' usage of listening strategies are ignored and researches on the influence of listening strategies on high school students' listening learning are very limited.Based on the theory of Input and Output Hypothesis,this study mainly addresses the following two questions:(1)What are the effects of listening strategy teaching on students' application of listening strategy in senior high schools?(2)What are the effects of listening strategy teaching on students' listening ability?This study takes 88 students from Grade 2 of The First High School of Changsha as experimental subjects,who are divided into EC and CC,44 students in each.During a one-semester teaching experiment,listening strategy teaching is adopted in EC while a traditional way of listening teaching,which features repeatedly listening and teachers' role ofchecking answers is continued in CC.The results of questionnaires and listening tests before and after the experiment are compared and analyzed through SPSS21.This study has drawn the following conclusions: 1.Listening strategy teaching can have a positive effect on students' application of listening strategy in senior high schools,including meta-cognitive strategies,cognitive strategies and social affective strategies,which indicates listening strategy teaching helps students raise their awareness of the usage of listening strategies.2.Listening strategy teaching can have a positive effect on students' listening level.It helps students to improve their listening grades.This study shows that students' getting to know of a2 nd application of listening strategies,meta-cognitive strategies,cognitive strategies and social affective strategies included,helps them solve listening problems effectively and instructs them about their listening learning,thus improving their listening ability.This study has a limitation of a lack of sample and a short experimenting period and how to adapt proper strategies to different students remains to be discussed.Still,this study plays a part in improving listening teaching in senior high schools.