An Empirical Study On CALLA-Based Strategy Instruction In Senior High School English Listening

In the listening,speaking,reading,writing and interpreting language skills,listening is the basic skill for other four language skills.The National English Curriculum Standards for Senior High School emphasizes that teachers can integrate strategy training into listening learning activities and focus on the use of different listening strategies according to specific listening content.However,at the present time,there are still some problems in teaching listening,especially,ignoring the instruction of listening strategies.Despite the great effort of teachers and students,students’ ability of listening comprehension is still hard to improve.Therefore,this study,based on Cognitive Academic Language Learning Approach(CALLA),integrates listening strategies into senior high school English listening classes to explore how to cultivate students’ awareness of using strategies and improve their listening in classroom teaching.First of all,the listening strategies adopted are determined through questionnaires about students’ perception of listening strategies and their listening difficulties,and then the listening strategies are trained in real classes to improve their listening comprehension.Finally,the teaching program of listening strategies is summarized and reflected.This study was carried out around two questions:(1)What is the impact of listening strategy instruction on the awareness of using listening strategies of students at different listening levels?(2)What is the impact of listening strategy instruction on the listening performance of students at different listening levels? Combining quantitative and qualitative research methods,this study took as the research subjects a class of second-year students of a senior high school in Dali,Yunnan Province,and carried out a ten-week teaching experiment.Finally,the effectiveness of listening strategy instruction in this study was tested by analyzing and discussing the data collected from questionnaires,tests and interviews.As to the first research question,it is found that listening strategy teaching can improve the students with different listening comprehension abilities to use the awareness of listening strategy.Among them,students with higher listening level made the greatest progress in the application awareness of metacognitive strategies,while students with poor listening level made the greatest progress in the application awareness of overall listening strategies.Therefore,students with poor listening ability need listening strategy teaching most,and it reflects that students’ awareness of using listening strategy is closely related to listening achievements.As to the second question,it is found that listening strategy teaching can improve the listening achievements of students with different listening levels to different extensions.Among them,the lower-level students’ listening achievements improved the most.Therefore,lower-level students need listening strategy teaching more.Based on the above findings,this study puts forward some suggestions on listening teaching,which can enhance students’ awareness of strategies.Teachers can integrate strategy teaching into students’ listening learning activities and focus on training the application of different learning strategies in combination with learning contents,so as to improve students’ listening achievements,sustainable development and lifelong learning.