A Study Of The Application Of Meta-cognitive Strategies To English Listening Teaching In Xinfeng High School

Cultivation of learners listening comprehension ability is one of the essential aspects in English teaching,so it is necessary to carry out research into the ways to enhance learners' listening comprehension ability.Based on the theory of meta-cognitive strategies put forward by O'Malley(1990),this research aims to explore how to apply meta-cognitive strategies to English listening teaching in the senior high school.In this study,the following three issues are discussed:(1)What is the current situation in applying meta-cognitive strategies to English listening learning in Xinfeng high school?(2)Can the training of meta-cognitive strategies to English listening teaching improve students' awareness of meta-cognition and English listening achievement?(3)How can meta-cognitive strategies be applied to teach listening in the senior high school English classes?In this study,100 students from two natural classes(including the experimental class and the control class)of Xinfeng high school were studied,and the knowledge and strategies of meta-cognition were applied to listening teaching by means of questionnaire survey and interview,as well as the combination of teaching strategies and teaching activities,and the differences of English listening level before and after testing were compared and analyzed.The research results show that: according to the analysis of the questionnaire,the mean of the planning strategy,monitoring strategy and evaluating strategy is 2.086,1.927 and 1.761 respectively,all being lower than the median value 2.5,which indicates that most students have little knowledge of meta-cognitive strategies and seldom apply them;according to the interview,after the training of meta-cognitive listening strategies,high school students could promote the implementation of the planning,and the overall understanding and application level of monitoring and evaluating strategies have been improved;after 12-week training,the mean oflistening scores in the EC is increased by 2.62 while the mean of listening scores of CC is only increased by 0.52.The pre-test and the post-test of EC have significant differences according to the Paired Samples T-test,(P=0.000 < 0.05),which shows that the English listening level of high school students has been improved obviously after the training of meta-cognitive listening strategy.This paper also puts forward some countermeasures on how to help students take the initiative to use meta-cognitive strategies for listening learning.According to O'Malley,meta-cognitive strategies include planning strategy,monitoring strategy and evaluating strategy.Therefore,teachers should help students to enhance meta-cognition awareness,and instruct students to use planning strategy before listening,monitoring strategy while listening,and evaluating strategy after listening.Through the study of the teaching of meta-cognitive strategies to English listening in the senior high school,this paper provides feasible suggestions for enhancing the English listening levels of high school students.But there are some problems in this paper,that is,the training time and the number of samples are limited,and there is no grouping of students' listening ability,so some deficiencies need to be further improved.