A Study On The Application Of Meta-cognitive Strategies In English Listening Teaching At Senior High Schools

Listening plays an important role in improving English learning ability.Nowadays,meta-cognitive strategies have been considered as one of the effective learning strategies that can help learners improve English learning competence through planning,monitoring,and evaluation.Studies on the application of meta-cognitive strategies into English teaching are being extensively carried out.The author finds that some studies have explored its effectiveness in listening teaching.But few studies have explored a specific meta-cognitive strategies' training method.And related studies are mostly concentrated on college,it still needs to be investigated whether meta-cognitive strategies are suitable for senior high school's listening learning or not.So,the author designs AWARE training procedure to carry out meta-cognitive strategies' training in senior high school and studies the following three questions: 1.Can senior high school students use meta-cognitive strategies consciously in English listening? 2.Can meta-cognitive strategies' training effectively improve students' English listening ability in senior high schools? 3.How does meta-cognitive strategies' training affect the listening ability of students with different language proficiency in senior high schools?This thesis is to apply meta-cognitive strategies into listening teaching in senior high school.The author selects 96 students from two classes in Weihai No.1 Senior High School as subjects and conducts a 12-week listening teaching experiment guided by meta-cognitive strategies training.The questions are mainly analyzed by three research methods: questionnaire,English listening test,and interview.First,the author conducts a questionnaire in two classes to understand the use of meta-cognitive strategies in their current listening learning.Second,Training Paper from Vision of Futurity English——Listening Training in Senior One is used to conduct the pre-test and the post-test in two classes to understand their listening performance changes.Finally,in the experimental class,two students are randomly selected from the high score group,the middle score group and the low score group for interviews to understand their attitudes and views on meta-cognitive strategies.The data analysis in this study is mainly processed by using Office Excel 2010 and IBM SPSS Statistics 23.0.The conclusions of this study are as follows: 1.Before training,students in the two classes rarely use meta-cognitive strategies in listening learning.2.After training,the use of meta-cognitive strategies in listening has been improved.Their listening scores in the experimental class have been improved significantly,which proves the effectiveness of this training in improving students' listening performance in senior high school.3.According to the score comparison,it can be learned that the low score group changes the most and the high score group changes the least.Through interviews,the listening accuracy of the high score group can be maintained.For the middle score group,their learning efficiency has been improved with the guidance of appropriate methods.For the low score group,their motivation and enthusiasm have been significantly stimulated.Therefore,it can be concluded that meta-cognitive strategies' training is suitable for listening learning in senior high school,and it also proves the training method that the author designs is adoptable.Finally,the thesis puts forward some implications for English listening teaching in senior high schools based on the research results.At the same time,the author gives the limitations and prospects of this research.