A Survey Of The Application Of Meta-cognitive Strategies In Senior High School Students’ English Listening

Among the skills of listening,speaking,reading and writing,listening plays an extremely important role in daily communication and language learning.However,due to the influence of traditional teaching mode,high school students are in a passive position during listening.Many students try to improve their listening skills through a lot of repetitive training,but results are not satisfactory.Therefore,what strategies can be adopted to effectively improve high school students’ English listening level has attracted wide attention from scholars abroad and in China.Some studies have shown that meta-cognitive strategies can effectively improve learners’ listening skills and abilities by planning,monitoring and evaluating listening activities.However,most studies mainly explore the influence of meta-cognitive strategies on college students’ listening,while there are relatively few studies focusing on the situation of senior high school students’ use of meta-cognitive strategies in listening.The research aims to explore the situation of the use of meta-cognitive planning strategies,monitoring strategies,and evaluation strategies in senior high school students’ English listening learning.Research instruments include questionnaire,test and interview.The author conducted listening tests and questionnaire surveys on 230 senior high school students in four senior high schools in Handan City,and interviewed 16 students.The data collected from tests and questionnaires were analyzed quantitatively by SPSS 19.0,and interview results were analyzed qualitatively.Research results show that the frequency of senior high school students’ use of meta-cognitive strategies in English listening is at a medium level,with the highest frequency of monitoring strategies,followed by planning strategies,and the lowest frequency of evaluation strategies.There are significant differences in the use of planning strategies,monitoring strategies and evaluation strategies between high and low achievers.Especially in the use of monitoring strategies,the differences are the most significant.High achievers can use meta-cognitive strategies more effectively,while low achievers’ awareness of using meta-cognitive strategies needs to be strengthened.The research also shows that teachers play an important role in students’ meta-cognitive strategy learning.