An Empirical Study Of The Effect Of English Listening Stratified Teaching On Senior High School Students’ Listening Proficiency

According to a certain statistic data,the number of people who use English in the world is about 2.2 billion.As a necessary communication skill,English listening has caught more and more attention.In recent years,domestic and foreign scholars have done a lot of researches on stratified teaching,but the empirical study on English listening stratified teaching is still insufficient.Under this background,the author conducted this study with the aim of solving the following two research questions:(1)What effect does English listening stratified teaching have on senior high school students’ interest,motivation and attitude in English listening learning?(2)How does English listening stratified teaching affect the listening proficiency of senior high school students at different levels?In order to solve these two research questions,this study was on the basis of Krashen’s input hypothesis,affective filter hypothesis,Vygotsky’s the zone of proximal development and Bloom’s mastery learning theory and selected a total of 72 students from a senior high school as the research subject,of which 36 students in class 1 were used as the experimental group and 36 students in class 2 were used as the control group.And then the teacher conducted English listening stratified teaching in the experimental class while the large-scale listening teaching was used in the control class which lasted a semester.During the experiment,the author used pretest papers,post-test papers,questionnaires,interviews,and the teacher’s reflective journal to collect data.After that,the author used SPSS to analyze the data collected by pretest,post-test and questionnaires,and at the same time,the qualitative data was sorted,classified and analyzed.This study found that:1.After the experiment,the students in the experimental class have become more interested in English listening than before.Their motivation for learning has changed from for test or the pressure from their parents to liking English listening.But the changes in the control class are not obvious.Before the experiment,more than one-third of the students in the control class and the experimental class had negative attitudes towards English listeninglearning and English listening stratified teaching.After the experiment,the attitudes of the students in the experimental class have had a positive change,while the students in the control class just have changed a little.2.The overall listening proficiency of students in the experimental class has been significantly improved.And the three levels of students have improved their listening proficiency to some degree.Among them,the C-level students in the experimental class have had the largest improvement,which followed by the B-level students,and the A-level students have just gotten the smallest improvement.The students of three levels in the control class did not change much in English listening performance.It shows that the stratified teaching of English listening has a significant positive effect on improving students’ listening proficiency.At the same time,this study also has certain limitations,such as the sample is not large enough,and the experiment time is not long enough.The author also put forward implication on how to conduct stratified teaching and stratified teaching research in the future.