The Application Of Strategies-based Instruction To English Listening Teaching In Senior High School

Language acquisition is closely related to the environment,and foreign language learning can not be isolated from the communicative language environment.In daily life,listening is a language skill which occupies the most important position in interpersonal interaction.Listening is not a passive reception of information,but a process in which the listeners take the initiative to process and decode the input language information.Listening is not only a necessary language skill,but also an important index to measure the learners’ integrated language ability in English learning.Therefore,in order to improve listening ability,it is essential to conduct strategy training.Listening strategy is an indispensable part of learning strategy,which has been paid more and more attention by many scholars at home and abroad.However,due to various reasons,the current situation of senior high school students’ listening learning is not that optimistic.Most students’ awareness and ability of listening strategy use are quite weak.And students have passive orientation toward listening learning,which makes it difficult to improve their listening performance.Therefore,the training of English listening strategies is an urgent task for senior high school English teachers.The author reviews the literature concerning learning strategies,listening strategies and listening strategy training.Based on the schema theory,information processing theory,Krashen’s input hypothesis and affective filter hypothesis,with the current situation of listening learning of the Senior One students in Zongzhai Middle School,Xining City,Qinghai Province,the experiment is carried out to verify whether the SBI teaching model could improve students’ listening achievement and awareness of listening strategy use.Class 5 is the experimental class adopted with SBI mode in listening teaching,and Class 1 is the control class which is still taught in traditional method.Before the experiment,in order to ensure that there is no significant difference in listening level and language learning level between the two classes,a pre-test is carried out in two classes,while the questionnaires are provided to the students in both two classes.After that a random selection of 10 people are chosen in each class for pre-test interviews with the purpose of knowing the current situation of students’ listening strategy use and strategy awareness.After the experiment,post-test is carried out in both classes,while the post-questionnaire and the post-interview are only carried in the experimental class,which aims at comparingthe difference between listening level and language learning level of the two classes,and verifying whether SBI mode is helpful to improve students’ listening achievement and awareness of listening strategy use.Through the comparative analysis of the data collected before and after the test,the author draws the following conclusions: The current situation of high school students’ awareness in listening strategy use is relatively weak,and the frequency of most strategy use is belong to intermediate frequency and low frequency;the listening achievement of the experimental class is higher than that of the control class,and the awareness of strategy use is also significantly enhanced.Therefore,according to the analysis of all data,this thesis confirms that SBI teaching model is feasible and effective in senior high school English listening teaching.After the experiment,the author puts forward some implications and suggestions from the results of this study,hoping it can be helpful to the teaching of English listening in senior high school.