A Study Of Meta-cognitive Strategies In Senior High School English Listening Teaching

Listening training is very important in Senior High School English teaching and learning.Researches at home and abroad have proved that the adoption of meta-cognitive strategies has a positive effect on the training of listening comprehension.It can not only assist the teachers to conduct their teaching more effectively but also help the students to improve their English-listening level.The Current English Curriculum Standard of Senior High School(2017)requires the students to master kinds of learning strategies,including meta-cognitive strategies.More specifically,the Standard requires the students to have the abilities to analyze and solve problems actively in their learning process,including the ability to plan,to monitor and to evaluate the learning process,the ability to reflect cognitive strategies,the ability to learn and apply communicative strategies and affective strategies,and the ability to summarize the learning experience and adjust it accordingly.Based on the requirements of the Standard about meta-cognitive strategies in English learning and the present English-listening teaching situation in Senior High School,this research applies the meta-cognitive strategies to the English-listening instruction.It attempts to answer two questions:1)How can the meta-cognitive strategies be employed to raise the students' interest in English-listening learning?2)How can the meta-cognitive strategies help to improve the students' English-listening level?The research subjects are Senior Three students from two classes of NO.8 Middle School of Liupanshui.Both classes are the same in the class size,class hours,the instructor and the teaching material and they are also similar in the male-female ratio and listening level.Class One is the experimental group with instruction of meta-cognitive strategies and Class Two is the control group getting the school's regular way of listening instruction.During the research,the teacher makes an observation to see the students' different performances in the class.Before and after the research,the students in both classes take the same questionnaires and tests,and the data from questionnaire and tests is analyzed with the Microsoft Office Excel and spss17.0 to compare the effect of two teaching methods.The research shows that the training of meta-cognitive strategies raises the students' interest in English-listening and improves the students' level of English-listening.However,there exists a limitation in this research—factors affecting the students' listening comprehension are various,and the adoption of meta-cognitive strategies is just one of them.