An Empirical Study Of English Listening Teaching In High School Based On Metacognitive Strategy Training

Listening is one of the most important ways to obtain and receive information,which is also a breakthrough point to improve language ability.Students often spend a lot of time practicing listening,but in vain.The problem lies in the lack of strategy or method to guide.Therefore,how to conduct listening instruction effectively has always been a hot spot by experts and scholars.As one of the important learning strategies,metacognitive strategy means that learners actively and consciously make learning goals and plans according to their own situations,monitor their learning progress and make appropriate adjustments during the learning process,and finally evaluate learning results objectively.Listening researches based on metacognitive theory have continued to spring up since 1990,showing the significant role of metacognition in foreign language learning.However,relevant researches are mainly aimed at college students,and there are few researches on metacognitive strategies training for high school students.Therefore,this research first reviews the development process and research results of metacognition,metacognitive strategy and listening comprehension theory at home and abroad,then introduces listening metacognitive strategy training mode.Through empirical research methods,this study attempts to explore the effects of listening metacognitive strategy training on listening metacognitive awareness and proficiency of high school students,and provide some enlightenment for listening teaching.Participants in this study were 116 grade ten students from a high school in Chongqing,including 58 in the experimental class and 58 in the control class.The experimental class received a three-month listening teaching based on metacognitive strategy training,while the control class was still taught in the usual way.This study adopts the listening metacognitive awareness questionnaire designed by Vandergrift et al.(2006),two listening tests of the similar difficulty and face-to-face interviews.The following three questions are mainly discussed :(1)What is the effect of metacognitive strategy training on metacognitive listening awareness of high school students(2)What is the effect of metacognitive strategy training on listening proficiency level of high school students?(3)What are the differences in the effects of metacognitive strategy training on students with high,medium and low listening levels?The research shows that after receiving the listening metacognitive strategy training,the metacognitive awareness of experimental class has been significantly enhanced and listening level of students in experimental class has been significantly improved compared with that before the training,while there was no significant difference in the control class.Therefore,compared with traditional listening teaching mode,listening instruction with metacognitive stragegy training is more conducive to improving students’ listening proficiency and metacognitive awareness.Besides,by comparing the listening performance of learners with different levels in experimental class,it can be seen that the largest increase range is in the intermediate-level group,followed by the low-level group,and the last is the high-level group.It indicates that metacognitive training is more effective in improving the listening proficiency of intermediate-level learners.Therefore,based on these findings,we can conclude that listening metacognitive strategy training has a certain positive effect on students’ listening metacognitive awareness and listening level,which can provide beneficial enlightenment for exploring new English listening teaching mode of high schools and enrich the theoretical research on listening metacognitive strategies to a certain extent.