An Action Research Of Dynamic System Theory On English Listening Teaching In Senior High School

With the continuous development of the new curriculum reform,high school English curriculum goal places a greater emphasis on the cultivation of students’ comprehensive language ability.As an important way for language input,listening plays a pivotal role in improving students’ overall English language ability.How to stimulate students’ English listening motivation and enhance their English listening ability have become the key contents which teachers and researchers concern.Nevertheless,through referring literatures and attending lectures,the author finds that there are still many problems in high school English listening teaching,which restrict the development of students’ English listening ability to a certain extent.This study takes a high school class of grade two in Xiangtan as the research object,and applies the dynamic system theory to high school English listening teaching through action research method.The author adopts research tools like questionnaire survey,interview,listening test,etc.,and explores the following questions: 1.What problems exist in high school students’ English listening learning? 2.How to apply dynamic system theory to improve problems in high school students’ English listening learning?Focusing on the key issues to be solved in this research,the author finds out problems in high school students’ English listening learning through questionnaire survey,interview and listening test,making the first-round action plan based on it.This round of action is implemented from the aspects of learner,environment and language,which includes four procedures: Stimulation of listening motivation,listening strategy training,interpretation of language knowledge and extracurricular extension.After the first-round action,the author reflects the teaching through logs and observation records,concludes the main problems in this round of action: 1.It is necessary to adjust listening materials;2.Insufficiency of listening strategy training;3.Inappropriate design of listening activities;4.Deficiency of consolidating phonetic knowledge;5.Formalistic extracurricular extension.Regarding of the above problems,the author adjusts the plan and carries out the second-round action research:1.Optimize listening materials;2.Strengthen training of listening strategy;3.Improve listening activities;4.Consolidate phonetic knowledge;5.Ameliorate extracurricular extension.After two rounds of action,the author compares the results of questionnaire survey,interview and listening test,examining the effect of the action research.The results show that: Senior high school English listening teaching based on dynamic system theory is feasible,it can improve students’ English listening learning problems in three aspects and enhance their listening ability.After two rounds of action,students’ listening interest and motivation are improved,listening strategy especially metacognitive strategy makes great progress,and usage degree increased by 0.56 on average;students’ listening inputs are increased,and there are more practice forms,students who indicate that they have practice ways out of class and teacher recommends learning software rise to 90.9% and 94.5%respectively;students’ English language knowledge is consolidated,listening difficulties which caused by language transfer and language material characteristics are reduced,interferences caused by language differences drop significantly and the proportion is 21.7%lower than before.Through improving the above problems,students’ listening ability is enhanced,especially on the aspect of judgment and inference,the average score increased by0.518 points than before.In general,the combination of dynamic system theory and high school English listening teaching can provide reference for frontline teachers,but limited by the author’s research level and realistic condition,this research still has some shortcomings and needs to be improved in the future.