The Application Of Meta-cognitive Strategy In Senior School English Listening Teaching

According to Paul Rankin who is an American linguist,listening,speaking,reading and writing are the four main modes of communication in daily social interaction,among which listening is the essence and the cornerstone for forming other language skills.Therefore,excellent listening performance is quite significant for learning a foreign language.With the gradual improvement of listening abilities,other language skills as well as the comprehensive linguistic competence could be steadily enhanced.However,the writer finds there are various problems in high school English listening teaching at home.Firstly,most English teachers lay more stress on grammar teaching.They neglect the significance of listening;Secondly,English teachers seldom teach students some learning strategies and listening tactics;Thirdly,the class atmosphere is not active and vivid enough and the interaction between teachers and students is inadequate,thus it's hard to activate the learning interest of students.Correspondingly,there are also three problems in students' listening learning.First and foremost,comparatively less energy is directed at listening learning;Secondly,students' listening learning method is just by listening to the tape and finishing exercises,which is relatively too simple and inefficient;Last but not least,students are likely to be negative and passive in the depressing and dull class atmosphere and unwilling to interact with the English teacher.Gradually,it's hard for them to maintain learning enthusiasm and overcome weariness.Flavell,a prestigious psychologist,firstly put forward meta-cognition.From then on,scholars and specialists both at home and abroad have carried out relative investigation and studies on met-cognition as well as meta-cognitive strategy which are widely applied into English teaching.However,most of the research focus on reading,writing and grammar teaching,etc.few of which are on listening teaching.Thus,the writer endeavour to explore the application of meta-cognitive strategy in English listening teaching,hoping to teach students some scientific and effective learning methods to arouse their learning interest and help them improve their listening ability.Based on the fruits of previous research,the author expects to answer the following questions from the experiment:(1)What are the effects of meta-cognitive strategy training on students' meta-cognitive awareness ?(2)What is the relationship between meta-cognitive strategy training and students' listening proficiency?Combining meta-cognitive strategy and English listening teaching in senior school,the author conducts five-month empirical research in Kaifeng Liming Senior School.Grade One Class Three is the experimental class,in which the meta-cognitive theory and its application in listening class will be taught in detail.Grade One Class Four is the control class,which will continue the traditional listening teaching mode and no meta-cognitive theory will be taught.On top of that,the author will conduct pre-test,post-test,two questionnaires and interview respectively in both EC and CC to ensure the validity and reliability of this research.After the application of the professional data analysis software-SPSS21.0,the author finds out that meta-cognitive teaching contributes to the increase of students' meta-cognitive awareness,skillful use of meta-cognitive strategy and helps to improve their autonomous learning abilities.The findings support the author's contention that the application of meta-cognitive strategy in English listening teaching,which can help to enhance students' listening competence,is superior to the traditional teaching mode.