Study On The Use Of Metacognitive Strategies In English Listening Learning In Senior High Schools

Since General High School English Curriculum Standards(2017 Edition)was promulgated,more and more teachers have realized the importance of English listening teaching.Listening,as a basic skill of English learning skills,is the main way for listeners to obtain language input.Listening comprehension plays a vital role in communication.Therefore,cultivating and improving students’ English listening comprehension ability has always been an important task in English teaching.Listening comprehension is achieved through psychological processes such as positive prediction,screening,interpretation and evaluation of the information heard.As an important learning strategy,metacognitive strategies play an active role in listening learning.This thesis uses O’Malley and Chamot’s learning strategy theory as the theoretical basis,and conducts a research and comparative analysis of high school students in two schools of different nature in Guilin through questionnaires,including Lingui Middle School and Lingchuan No.1 Middle School,high school,high school,and high school.There are a total of 410 high school students,aiming to solve the following two questions: 1)How is the situation of the use of metacognitive strategies in high school English listening learning? 2)What are the differences in the use of metacognitive strategies among students of different grades,genders,and disciplines?The research found that: 1)the survey results on the use of metacognitive strategies show that high school students of all grades have adopted metacognitive strategies: planning strategies,monitoring strategies,and evaluating strategies.The use frequency of metacognitive strategies is moderate.The order of the use frequency of the three sub-strategies is that the monitoring strategies are most frequently used,followed by the planning strategies,and the evaluation strategies are less used.From the perspective of the use frequency of metacognitive strategies,students in higher grades are more frequent than students in lower grades;as for the three sub-strategies,the order of the frequency of use of each grade is: Grade 2 > Grade 3 > Grade 1.2)There are significant differences in the use of metacognitive strategies among students of different grades,genders,and disciplines.Among them,the frequency of using metacognitive strategies in listening by high school students of Grade One is significantly lower than that of students of Grade Two,and there is no significant difference from senior high school students of Grade Three,while senior high school students of Grade Two in the use of metacognitive strategies is significantly better than those students of Grade Three;girls use metacognitive strategies more than boys;liberal arts students use metacognitive strategies better than science students.According to research findings,the author puts forward corresponding suggestions for the problems existed in high school students’ English listening learning: formulating listening learning plans to improve autonomous learning ability;strengthening self-monitoring and self-evaluation,insisting on reflection after listening;contacting more listening materials and avoiding mechanical training.