A Study Of The Third Year Senior High School Students’ Metacognitive Awareness In EFL Listening

The new college entrance examination system for English subjects implemented in some provinces and cities separates the listening test from the written test.The higher scores of the two exams are counted into the total English score.This new regulation has invisibly increased the stress on test takers,and English listening teaching has also attracted much more attention.Practice has proved that students who can use certain listening strategies to consciously control and adjust their listening-related activities have relatively better listening performance.Students with certain listening metacognitive awareness also have relatively better English listening performance.In fact,metacognitive awareness has been applied and studied relatively late in the field of English listening teaching,and the research on listening metacognitive awareness of high school students is even more inadequate.In this study,150 senior students from Shouguang No.1 Middle School were selected based on sampling as the research object.The Metacognitive Awareness Questionnaire(MALQ)designed by Vandergrift and Goh was used,combined with the English listening scores of the mid-term and end-of-term exams in the first semester of senior three,and SPSS22 statistical software was used to perform descriptive statistics and Pearson correlation analysis on the data.This research focuses on the following two questions:(1)What are the levels of third year senior high school students’ metacognitive awareness in English listening?(2)What is the relationship between the levels of third year senior high school students’ metacognitive awareness and their listening test scores?After collecting and analyzing the data,the results of the survey are summarized as follows: The listening metacognitive awareness of the senior students in Shouguang No.1 Middle School is at an intermediate level.In addition,among the five researched metacognitive awareness factors,problem solving has the highest average value,followed by directed attention,planning and evaluation,mental translation,and finally the person knowledge.There is a significant positive correlation between students’ listening metacognitive awareness level and their listening test scores,that is,the higher the level of students’ metacognitive awareness,the higher their English listening performance.The above research results can be used to guide teachers’ listening teaching activities,including the understanding of the students’ level before listening instruction,the planned and systematic strategies teaching during the listening process,the selection of listening materials and so on;the results can also be used to guide high school students’ implementation of metacognitive strategies in the whole process of English listening training.