Research On The Status Quo And Countermeasures Of Metacognitive Strategies In English Listening Teaching In Senior Three

As one kind of language,the most important role of English is to communicate,Therefore listening comprehension ability plays a vital role in communication.Thus cultivating and improving students' English listening comprehension ability is an important task in current English teaching.Listening comprehension is realized through a series of positively predicting,filtering,interpreting and evaluating auditory information.Owing to the characteristics of English listening,it's certain to improve easily by mastering and using meta-cognitive strategies well.Aiming to certify the reliability of this research,the teachers and students of Grade 3,Senior middle school in Wanzhou of 2018 as the objects,meanwhile,adding the relating data of 2018 in the rear.This research plan to study about the current using situation of meta-cognitive strategies in teaching of English listening,and put forward some constructive suggestion for further optimizing listening teaching.Firstly,according to the relating charts of “first diagnosis”exam analysis meeting of 2018,by insuring the difficulty degree between the “first diagnosis”English exam of 2018 and the college entrance examination of 2016 and 2017 in Wanzhou,we learned about the current listening comprehension situation of students Grade 3,Senior middle school of 2018.By interviewing 15 English teachers of Grade 3 in Wanzhou,as a result,each of them is equal on the degree of difficulty.With comparison,it shows that the scores of students are generally high.Secondly,to learn about the current situation of English listening comprehension and using meta-cognitive strategies of students,Grade 3 in Wanzhou,this research works with questionnaires survey,randomly extracting 150 students,Grade 3,Senior middle school in Wanzhou as the research object,then counts and analyzes the valid data of questionnaires with Spss24.0 and Excel2007.Furthermore 20 English teachers of Grade 3,Senior middle school in Wanzhou were interviewed,which to learn about the English teachers' cognition,teaching current of meta-cognitive strategies,and views about the left questions in the student questionnaires,including: confined to the classroom,seldom making their own listening plans;paying little attention to the factors affecting the listening result;lack of post-listening assessment.In the part of introduction,this research mainly tidied the cause of topic selection,relating literature and concept definition;in the second chapter,mainly referring to the design of research methodologies and three questions of research:(1)What the current using situation of listening meta-cognitive strategies of the students Grade 3,in Wanzhou?(2)What the current cognition and teaching situation of listening meta-cognitive strategies of the English teachers Grade 3,in Wanzhou?(3)What countermeasures to improve English listening teaching from this survey? The third chapter is data analysis;the fourth chapter is the countermeasures and suggestions according to the results of data analysis;the fifth chapter is the conclusion:(1)Learning status: good at test,but lack of long-term plans;lazy to carry on,lack of good research habits;relying on the teacher,lack of learning initiative;class-centered,wasted "the whole learning forest";Focusing on training,lacking reflection.(2)Teaching status: lack of cognition about meta-cognitive strategies,once understood,all recognized this learning strategies;mislead students to pay too much attention to knowledge rather than learning strategies;more aware of students' learning pressure,overemphasizing "examination-oriented" education.(3)Relating countermeasures:Firstly,the education and teaching management departments leads correctly,strengthening the training of teachers' teaching theories,and practically carrying on the quality-oriented education policy.Secondly,teachers carry on education policy comprehensively,improving their own teaching theoretical literacy,cooperating with multiple parties,emphasizing "quality-oriented" but weakening "examination-oriented",assigning tasks scientifically and shaping the style of independent learning.Thirdly,students improve subjective initiative,making clear learning subject,and being strict with self-discipline,attaching importance to learning strategies,and examining the learning effect.