Effects Of Listening Strategy Instruction On The Listening Anxiety And Listening Competence Of High School Art Students

The instruction of listening strategies plays an important role in the teaching of English listening.Many scholars have carried out researches on the application of different listening strategies in listening to explore whether the instruction of listening strategies is helpful for improving students’ listening ability.However,the results are inconsistent in many researches,and some scholars analyzed that it may be because the participants are different.Most of them are ordinary junior or senior high school students or college students,and the studies that targeted on high school art students are rather few.As the reformation of college entrance examination for high school art students,the requirement of academic performance for high school art students is becoming more and more strict.However,high school art students have lower learning motivation and less learning time than academic students.It’s hard for them to understand the listening material and choose the correct answer,thus most of them are experiencing listening anxiety.Therefore,this study takes high school art students as participants to explore the influence of listening strategy instruction on their listening competence and listening anxiety,and tries to deal with four research questions as follows:1.What are the effects of listening strategy instruction on the listening anxiety of high school art students?2.What are the effects of listening strategy instruction on the listening competence of high school art students?3.What is the correlation between listening competence and listening anxiety of high school art students?4.What are high school art students’ attitudes towards listening strategy instruction?In this study,88 students from two classes of Grade One in an art high school in Nanchang city,Jiangxi Province were selected as the participants,among which 44 students in one class are CG(control group)and EG(experimental group)is 44 students in another class of Grade One.Before the experiment,the author firstly conducted a pretest on the listening competence of the two groups with the monthly examination of September,and used the FLLAS(Foreign Language Listening Anxiety Scale)to pretest the listening anxiety level of the two groups.It is determined that there was no significant difference in the listening competence and listening anxiety level of the students in the two groups.From the first week to the twelfth week,thirty minutes’ listening class on every Tuesday and Thursday evening were used to conduct scheduled listening syllabus for control group and listening strategy instruction for experimental group.The listening strategies used in EG are meta-cognitive strategies including planning and monitoring,self-evaluation;cognitive strategies including prediction and key words,note-taking,inference;and social-affective strategies including self-encouraging and questioning.After that,the author conducted a posttest on the listening competence and listening anxiety level of the two groups with the monthly test paper of December and the FLLAS.Shortly after the posttest,each student in the experimental group received a questionnaire and later,five students are selected from the experimental classes to receive interviews in which they expressed their attitudes towards the listening strategy instruction.After the test,data was collected,and SPSS 25.0 data processing system is used to analyzed it.The following results were obtained:1.Listening strategy instruction plays a significant role in alleviating the listening anxiety of high school art students.2.Listening strategy instruction has no significant effects on improving the listening competence of high school art students.3.The listening anxiety level of high school art students is generally negatively correlated with their listening competence.Students with higher listening competence have lower listening anxiety level.4.High school art students hold positive attitudes towards listening strategy instruction.Based on these findings,implications on high school art students’ English listening teaching and suggestions further research on listening strategy instruction are given.