A Study On English Listening Learning Strategies Of Junior High School Students’ Under The New Curriculum Standards

Krashen once said:” Whether children or adults, in language acquisition, top priority islistening.” At present, in many important English examinations, including senior high schoolentrance exam, listening test is an essential part. More and more attention is paid to listeningcomprehension. Listening comprehension is an active and conscious process in whichlisteners focus on selective aspects of aural input, construct meaning from context, and relatewhat they hear to existing linguistic knowledge, background knowledge and life experiences.According to New Curriculum Standards, the English teaching of junior high school shouldencourage students to experience self-exploration, self-discovery and active practice bypositive attempts, so as to form the English learning strategies suitable for junior high schoolstudents. The level of listening is an important factor which influences students’ Englishachievement. Effective listening learning strategies are the prerequisite and strong guaranteesto improve listening and learning efficiency and develop learners’ autonomy. Therefore, it isnecessary to do further research on listening learning strategies of junior high school students.The paper summarizes theoretical and empirical studies of scholars at home and aboard,which are about listening learning strategies. In the context of the New Curriculum Standards,the paper discusses150students who come from a junior high school of Yantai and aredivided into three groups, describes their overall usage of listening learning strategies,compares the differences of strategies’ types and frequency, analyzes the impact of strategies’usages to the listening achievement and tables proposals about how to improve listeningstrategies. The main research questions include:(1) the types and frequencies of junior highschool students’ listening learning strategies;(2) the similarities and differences of the typesand frequencies of the strategies of these students in different groups. Through analysis andresearch, the paper finds that these students’ obvious differences in listening strategies, whoare divided into high score group, middle score group and low score group. Students in highscore group can use plans to study, reason, conclude and infer more often. Conversely,students in low score group use imagination and translating into their mother tongue, Chinese,more often. While, ones in middle score group are between these two groups. The higher astudent’s achievement is, the more types of listening strategies he has and more active and more flexible, and vice versa. Meanwhile, students in different groups also have samequestion. The paper tries to provide effective strategies suggestions for junior high schoolstudents and to find some rules in listening strategies, so as to enable students to understandEnglish teaching and learning, expand the scope of their choices of listening learningstrategies and develop their self-regulating capacities.