Research On Effectiveness Of Listening Metacognitive Training Of Low-score Listeners In Junior School

"Listening, speaking, reading and writing” are the four basic skills of English learning.Among them,"listening" is not a passive activity in the process of English learning but anactive complex process, which makes it play a vital role in language input. The improvementof listening comprehension is effective to improve learners’ overall level of English.Therefore, how to improve English learners’ listening comprehension level is a hot issueamong the English teaching researchers, and English listening meta-cognitive awareness isone aspect of the issue.However, college students are often chosen as research object by researchers andstudents in junior school are neglected. As English beginners, it is important to improve juniorstudents’ listening comprehension level, which does good to improve their comprehensiveEnglish level. For this purpose, an experiment of listening meta-cognition awareness wasconducted on the low-score students in Class1grade2in Qing Yun Junior School whichlasted three months. Firstly, a meta-cognitive awareness questionnaire survey was done on thewhole students of Class1and Class2, including problem-solving, planning and evaluation,personal knowledge and directed attention. Secondly, high-score students and low-scorestudents were separated from all according to students’ English listening pre-test scores anddifferences of using listening met-cognitive awareness between the two groups were foundthrough T test. Thirdly, the low-score students in Class1was supposed as experimental group,while the low-score students in Class2as controlled group. Then, a three-month guidanceabout listening meta-cognitive awareness was conducted on the experimental group. After theexperiment, both experimental group and controlled group had a post-test listening. From theresult of test, it was found that the experimental group had a higher score than the controlledgroup. Finally, a second listening meta-cognitive questionnaire survey was made on thestudents in experimental group.The purpose of this paper is to study the following contents:(1) the gap of listeningcognitive awareness between the high-score learners and the low-score learners;(2) whether the listening meta-cognitive awareness training of junior students is effective, namely theeffectiveness of listening meta-cognitive awareness training;(3) the listening teachingenlightenment of this study.Results showed that there existed differences of listening meta-cognitive awarenessbetween high-score and low-score students in the four aspects of problem-solving, planningand evaluation, personal knowledge and directed attention. From the result of post-test, it wasfound that the experimental group had a higher score than the controlled group and theiraverage listening meta-cognitive level was much higher than before. All this suggested that itwas effective to improve their listening comprehension level by conducting listeningmeta-cognitive training on the students in junior school. Therefore, the study proved that itwas to the benefit of students’ improvement of listening comprehension level to conductcertain listening meta-cognitive awareness guidance in junior school. It could help studentslearn English better.The paper falls into five parts. Chapter one is introduction which presents researchbackground, research objective, significance, theoretical foundations and thesis framework.Chapter two is literature review which makes a brief summary about the literature related tothis paper. Chapter three is research methodology which includes research questions, subjects,instruments and procedures. The fourth chapter is results and discussion. Chapter five isconclusion part. By analyzing the experimental results, the paper proved that throughmeta-cognitive awareness training, students’ meta-cognitive awareness increased significantly,and they made a great improvement in English listening.