A Study On Learning Strategies Employed By Secondary Vocational School Students In Listening Comprehension

It is known to all that Chinese students have spent much time in learning English, but the result is far from satisfactory. Many young domestic English learners can neither comprehend what a foreigner says nor have a fluent talk with him or her even after years'toilsome acquisition. As a consequecne, poor language performance fails to meet demands of the society and current economic development. Among all necessarry skills of English study, Listening is highlighted as the most key issue for its related problems invariably engender other difficult assimilation of knowledge. Therefore, it is highly necessary that the foreign language teacher should attach great importance to listening English teaching and improve teachig performace as well.On learning a foreign language, listening is the first and fundamental step in the attempt to master the second language. It is especially when the learning of a second language takes place in the environment of the first language, or the mother tongue. How to improve the students'listening ability is key problem for us English teachers to settle. According to the teaching experience, the author found that the application of learning strategies to listening practice could help the students improve their listening comprehension. The author reviewed the sudies of learning stratiges (meta-cognitive strategies, cognitive strategies and social/affective strategies) in home and abroad. And a study was conducted to explore the relationship between the learning stategies applied in the listening teaching in the vocational school class and listening comprehension and listening ability, and to analyze the feasibility of applying meta-cognitive strategies, cognitive strategies and social/affective strategies to listening teaching.This thesis explores the learning strategies employed by Secondary Vocational School students (SVSS) in listening comprehension. Meta-cognitive stategies involve exacutive processes in planning for learning monitoring the learning task, and evaluating how well one has achieved. In other words, meta-cognitive strategies are what learners do in planning regulating, and evaluating their learning. Cognitive Strategies refer to the more specific actions related to a learning task and involve more direct manipulation of the learning material itself. Socio-affactive strategies involve transacting with others and controlling one's feelings. This essay tries to explore the application of meta-cognitive strategies, cognitive strategies and social/affective strategies to listening English teaching with the help of experiments. The results of the experiments prove that learning strategies-based-listening-teaching can effectively improve students'listening proficiency, which is helpful to the students listening comprehension.Under the guidance of learning strategies applied in Listening Comprehension, the students in the experimental group have made significant progress. This paper attempts to analyze the effective learning strategies applied in Listening Comprehension for (SVSS) and the working processes of these learning strategies. The aim, on one hand, is to find out the best learning strategies for (SVSS) in Listening Comprehension by experiment and investigation, while providing the teaching methods to overcome the difficulties in listening English teaching Comprehension and improve the quality of teaching. On the other hand, this thesis attempts to find the best learning strategies which can effectively improve students' listening proficiency.