Research On The Application Of KWL Model In English Listening Teaching In Senior High School

Listening,as an indispensable part of language skills,is of great importance.However,there are still problems in current English listening teaching,such as a single teaching method and limited interaction between teachers and students during the listening process.Many students have low motivation for English listening,and even have listening anxiety,which ultimately leads to unsatisfactory listening performance.In recent years,many teaching methods have been applied to practical listening teaching,and the KWL-model based on constructivist theory encourages students to actively participate and think during the listening process through three steps: K,W,and L,which is beneficial for improving their listening interest and reducing their listening anxiety.However,further exploration is needed on how to specifically utilize the KWL-model to guide high school English listening teaching.Therefore,it is necessary to conduct research on the application of this model in high school English listening teaching.In this study,a quasi-experimental research method was used to carry out an one-semester teaching experiment on 94 students in two classes of second grade of a high school in Zhangzhou City.The author randomly selected Class Two,Senior Two as the experimental class and adopted the KWL-model for listening teaching;selected Class One,Senior Two as the control class and adopted traditional listening teaching methods to carry out listening teaching.This study aims to verify two hypotheses: 1)KWL-model is more helpful in improving students’ English listening performance than traditional listening models;2)KWL-model can significantly reduce English listening anxiety of the students in experimental class.The research results indicate that: 1)the English listening performance of the experimental class is higher than that of the control class,and there is a significant difference in listening scores between the two classes(p=0.000<0.05).This indicates that KWL-model is more helpful in improving students’ English listening performance compared to traditional listening models;2)There is a significant difference in the scores of the listening anxiety questionnaire before and after the experimental class(p=0.001<0.05),indicating that the KWL-model can significantly reduce students’ English listening anxiety.Specifically,in the post-test,the scores of all four dimensions in the English listening anxiety questionnaire of the experimental class significantly decreased(p=0.003<0.05;p=0.003<0.05;p=0.000<0.05;p=0.007<0.05).Finally,based on the experimental results and various situations encountered in the course of the experiment,the author proposes relevant teaching suggestions about the application of KWL-model in actual English listening teaching,in order to help students improve their English listening scores and reduce their English listening anxiety.