A Survey Of Junior Middle School Students' Use Of English Listening Strategies

With the development of economic globalization,English has been paid more and more attention as an international common language.The education department pays more attention to the teaching of English.When it comes to teaching,we will think of textbooks,which are indispensable assistant tools in the process of teaching,as well as a medium for teachers and students to exchange knowledge.The use of textbooks has a great influence on students' academic performance and teachers' teaching results.As we all know,the compilation of textbooks is based on the requirements of curriculum standards,and English textbooks are no exception.English teaching activities include listening,speaking,reading and writing.As the primary link of English,listening should arouse the common concern of teachers and students.At present,most of the research on English listening strategies in China is concentrated between college students and senior high school students.The research on junior high school students' English listening strategies is relatively few.Taking Go for it! as an example,the research on junior high school students' English listening strategies is even less.Therefore,this study has carried out a study on this aspect in order to provide some experience for the listening teaching of Go for it!.Taking Go for it! as an example,this study explores the use of listening strategies by junior high school students in English learning,aiming at solving the following problems: 1.How about the use of listening strategies by junior high school students in grade one,grade two and grade three? What are the differences between them? 2.Are there any differences in the use of listening strategies among students of different genders and levels in the same grade? 3.Based on the problems existing in students' use of listening strategies,how to help students use English listening strategies correctly?This study conducted a questionnaire and interviews with 210 ordinary students and relevant teachers in three grades of a junior middle school in Jiaozhou City,Shandong Province.Among them,the questions of the questionnaire involved four aspects: metacognitive strategy,cognitive strategy,social affective strategy and listening materials.The options were divided into five grades according to the Oxford Language Learning Strategy Scale.The results of the questionnaire were obtained through SPSS 23.0.On the basis of statistics and analysis,two classes of the second grade in junior middle school were selected as the research objects,and the use of listening strategies between the high and low groups and between different genders was further investigated.Through statistical data and analysis,the following conclusions can be drawn: the level of using listening strategies in the three grades belongs to the middle level,and the level of selecting listening strategies according to different materials belongs to the middle level;the situation of using listening strategies in the three grades is different,and the performance of the second grade in junior middle school is better than the other two grades in stability;the high and low groups in the same grade are divided into groups.There are some differences in listening strategies used by different groups in the same grade and between different genders.Students in higher groups were better at using listening strategies than those in lower groups,but their use was not as stable as those in lower groups,and girls in the same grade are better at using listening strategies than boys.On the basis of the above conclusions,this study holds that in the future,the following points should be done in the process of English listening teaching in junior high schools: first,to select suitable listening materials for their own level and to enhance the awareness of using metacognitive strategies;secondly,to make full use of listening materials and strengthen the training of cognitive strategies;finally,to arouse attention to social affective strategies and actively use them.Play its role in the process of listening.