A Research Based On Metacognitive Strategy And Teaching Of English Listening In Middle School

Metacognitive strategy has the advantage of emphasizing the learners' self-planning,self-discipline,and self-management.The difference with the cognitive strategy,social strategy and affective strategy lies in the fact that it is a higher-level execution skill that can plan,regulate,detect and guide the learning process.Listening is the process of processing and decoding information at all levels,and it is also the main way to obtain language information and feelings.The current problems in the junior high school English listening class are: over-emphasis on listening results,improper listening input,and lack of strategic guidance.The reasons for these problems are closely related to teaching methods,teaching concepts,learning methods,and learning motivation.This thesis begins with the existing problems in English listening class,discusses the connotation and development of metacognitive strategy,and how to integrate metacognitive teaching strategy into the junior high school English listening class in the best way is the focus of this study.This thesis aims to analyze the problems and causes of the English Listening class in junior high schools and explore the possibility of applying metacognitive strategy to solve problems.The research design is problem-oriented.It takes advantage of metacognitive strategy in junior high school English listening classes to help students develop good learning habits and strategies and improve their English listening comprehension.The design of the thesis can help solve the following four questions: 1)What are the tendencies of junior high school students' usage of listening metacognitive strategy? 2)How does the metacognitive strategy affect the high scores,middle scores,and low scores? 3)What is the utility of metacognitive strategy for junior English listening teaching? 4)How to design the teaching of metacognitive strategy in junior high school English listening class?The object of the study are 300 students from grade one to grade three in junior high school.Two grades(experimental and control)are selected for each grade.All classes in the experimental and control groups are divided into high-score groups,middle-score groups and low-score groups according to the results of the initialEnglish listening test.Metacognitive strategy training and metacognitive strategy teaching are conducted in the experimental group.The control group attend the class as usual.The duration of the study is one semester,and each stage is tested periodically.The test includes English listening test and MALQ(Metacognitive Awareness Listening Questionnaire).The final English listening test and metacognitive awareness test are conducted before the end of the semester and compared with the initial results.The metacognitive strategic training is carried out in the three experimental classes and these classes are also be observed.Both teachers and students' behaviors are taken into account.At the end of each class,teachers and students are interviewed separately.In order to do this study successfully,the author designed several forms such as class interview form,teachers' diary form,class observation form and used metacognitive awareness listening questionnaire(Vandergrift,2006).Hopefully,English listening classes of Middle Schools can develop a suitable way and students can learn how to learn to enhance their listening skills via this study.The results show that 1)the metacognitive awareness of junior high school students' is directly proportional to the level of English listening.The higher the level of English listening is,the stronger the metacognitive awareness of students' will be.2)Metacognitive strategy has a certain role in promoting the improvement of students' English listening ability.However,it has the most obvious effect on the low-score groups,followed by the middle-score groups and high-score groups.3)Metacognitive strategy is of great benefit to English listening teaching.Not only can it help students develop good learning methods and strategies,but also help students improve their English listening skills.Meanwhile,it has a certain guiding significance for teachers to design teaching.4)The key to introducing metacognitive strategy into the junior high school English listening class is the teacher's design of pre-listening,listening and post-listening activities,each of which should embody the characteristics of planning,monitoring and regulation.Based on the above research results and the major problems in current junior high school English listening teaching,the thesis proposes to carry out metacognitivestrategy training and teaching pilots in the junior English listening classes to improve the quality and effectiveness of junior English listening teaching.