Developing Junior School Student' Listening Ability With The Aid Of Self-regulated Learning

The main purpose of English learning is to master language skills in junior school. The language skills include listening, speaking, reading and writing skills. Although listening and reading are both receptive skills, students find it more difficult to listen to a taped dialogue than to read the same dialogue in a book, junior school students find that listening skill is the most difficult of all the four basic language skills. As a result, how to develop junior school students' listening ability effectively becomes a very challenging task that falls on us teachers who teach English.In this paper we investigate the question of how effectively different listening activities can assist junior school students in the process of listening comprehension. Especially, We will study how self-regulated learning can provide aid to students in listening comprehension.The present paper is made up of five parts. In part One ,it starts with a brief introduction to the purpose and significance of this study and describes the listening teaching situation in china and the proposed benchmarks of listening skills for level II for junior school students. In part Two, we present the representative achievements in listening teaching and research at home and abroad. And explains the reason why this study is of great necessity at present.The third part mainly introduces theory of Humanistic Psychology and the Constructivism Theory (CLT), which supports the study in this paper.Part Four is the most important part in this paper. It's about experiment design. At first, the researcher describe the self-regulated learning model which the researcher use in the listening period, then advance the hypothesis, and then provide some information in details concerning the subjects, materials, experimental procedures, data collection and analysis and results in this study. Based on the results and the analysis in this part, draws a conclusion to improve junior school students' listening ability in the future.The last part of the paper is Part Five, which contains the researcher's implications and suggestions, and at the same time points out the limitation of this study.After we had listening periods for a long period, and three listening tests and analyzed the numerical data. This paper support the following hypothesis: Junior school students who complete a listening exercise with the aid of self-regulated learning will do better than those who have their listening periods as usual. Self-regulated learning can develop junior middle school students' listening ability.