A Study On Correlation Among English Listening Ability,Listening Strategy And Listening Achievement Of Junior High School Students Based On CSE

The English Curriculum Standards for Compulsory Education(2022edition)proposes that the core competencies to be developed include language proficiency,cultural awareness,thinking quality and learning ability.Among the four language skills of listening,speaking,reading,and writing,the role of listening is the most fundamental and key to overall language ability.In the process of listening,listening strategies have always been seen as the key to influencing listening ability.China’s Standards of English Language Ability(CSE)was jointly promulgated and implemented by the Ministry of Education and the State Language Commission on June 1,2018.As the first English proficiency assessment standard for Chinese English learners,CSE provides a reference standard for English language learning,teaching,and assessment for different levels of students,and provides a “proficiency scale” for the articulation of different English language examinations,making the examinations more scientific and systematic,and the English language results more comparable.This study adopted quantitative research methods and qualitative research methods.The listening self-evaluation scale in CSE,the junior high school listening strategy questionnaire,and the mid-term listening scores are used as research tools to collect data.320 junior high school students were investigated in Chifeng,Inner Mongolia.The study aims to answer four questions: 1.What’s the current situation of junior high school students’ English listening ability based on the CSE? 2.What is the overall use of English listening strategies among junior high school students? 3.Is there any significant difference in English listening ability and listening strategies among junior high school students with high and low listening scores?4.What is the correlation between junior high school students’ English listening ability,listening strategies and listening scores? Statistical analysis of the data was carried out by SPSS 27.0.The major findings are as follows: The current situation of the English listening ability of junior high school students is probably between CSE 2 and CSE 3,which indicates that there still exists a certain gap between students’ current English listening ability and the requirements of the CSE.The means of the listening comprehension sub-scales from highest to lowest are:understanding of verbal description(M =3.66),understanding of verbal interaction(M =3.52),understanding of verbal exposition(M =3.51),of understanding verbal description(M=3.50),understanding of verbal instruction(M =3.44),and understanding of verbal narration(M =3.40).The frequency of listening strategy used by junior high school students(M =3.21)is at the intermediate level,with three dimensions,cognitive strategy(M=3.31),meta-cognitive strategy(M =3.17),and social-affective strategy(M=3.15).Significant differences in listening ability and listening strategies among junior high school students at different proficiency levels.When it comes to listening ability,the students with a high proficiency level(M =3.9956)are much more to conduct effective self-assessments than the students with a low proficiency level(M = 2.4401).The students with high scores(M = 3.5232)are more willing to use listening strategies than students with low scores(M = 2.4273).There is a significant positive correlation between junior high school students’ listening ability and listening achievement;there exists a significant positive correlation between English listening strategies and listening achievements;and a high positive correlation between listening ability and listening strategies.Overall,both listening ability and listening strategy are significant variables in predicting listening achievements.Listening ability and listening strategies have a positive impact on English achievements.Among them,listening ability can predict 45% of English achievement,listening strategies can predict 29.7%,and listening ability can predict 45.9% when it is correlated with listening strategies.Based on above findings,this study not only further validates the role of listening ability and listening strategies in listening learning but also suggests teaching suggestions for junior high school English listening classes such as designing rich listening classroom activities,building students’ awareness of listening strategy use,and promoting students’ self-assessment and independent learning.The significance of this study is that it can,to a certain extent,supplement the gaps in the CSE and listening strategies for junior high school students in English listening and provide a degree of theoretical reference for the research on English listening teaching.At the same time,it provide some pedagogical suggestions for teachers that they can apply in their listening classes to improve students’ listening achievements.