更新时间：08-13 （致青春郑微）提供原创文章
Abstract:Listening is very important in students’ English learning, and a lot of students think it is the most difficult language skill to acquire. The latest College English Curriculum Requirements distributed by China Ministry of Education in 2007 points out that the objective of College English teaching is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking. At the same time, in the new CET4 and CET6, the score of percentage of listening comprehension has been add to 35%, which make students more and more difficult to get high scores and require college English teachers to conduct more listening training and learning and try every means to help students to improve their English listening achievements. There have been some colleges and universities that have began to carry out the training of foreign language learning strategies to help students to raise learning efficiency, but we can not see its effectiveness clearly in a short time. And the author believes that it is worthwhile to carry on the present research to detect whether self-monitoring strategies can improve students’ listening achievements.
The present research mainly discusses the relationship between the students’ listening proficiency and self-monitoring strategies training. The author randomly chose one of his teaching classes as the experimental group consisted of 33 students and one of other teachers’ teaching classes as the control group consisted of 32 students. As for the experimental group, the author first concluded their main difficulties in listening and shows them the function and usefulness of self-monitoring strategies, then applied self-monitoring strategies to help them to find out the solutions to eliminate the difficulties, meanwhile, established the author’s own model of self-monitoring strategies training to guide the students to apply those strategies in doing their listening tasks, and at the end of the experiment, the students were required to fill out two questionnaires for their strategies use in listening and feedback on the training. As for the control group, the author asked for the teacher’s cooperation not to instruct the strategies training to the students, and only carried out class teaching and learning in the traditional teaching methods. Both the experimental group and the control group were asked to take part in the pretest and posttest.
By using SPSS10.0 to contrast and analyze the data collected from the pretest and posttest, the author found that there was no significant difference between the two groups in listening achievement before the experiment, and in the posttest, the students of the experimental group performed significantly better than those of the control, the general listening proficiency of the experimental group is much higher than that of the control group, at the same time, it is found that the training of self-monitoring strategies can effectively promote English learners’ listening achievements through the analysis and comparison. In the experimental group, through the analysis of the two questionnaires, the author found that those effective learners made use of SMS more frequently than those less effective learners, and some students could apply self-monitoring strategies to other language skills or use it to monitor their daily life or learning habits.
The research findings are good references for Chinese English teachers to reform their college English teaching and learning so as to help their students to achieve better English listening proficiency, and provide the foundation for other further researches on self-monitoring strategies’s function in other language skills.
This research includes five parts. Part one introduces the background and motivation of the present research. Part two is the literature review, it introduces foreign and native literature review on language learning strategies, the factors of affecting LLS, goals and approaches of the strategies training and the main theories on self-monitoring strategies. Part three is the research design including research questions, objectives, instruments, methods, and procedure and data collection. Part four is the analysis and discussion on the experimental results and the expatiation on the results from the angle of cognitive theory. Part five concludes the main findings, and puts forward the pedagogical implications and the limitations and prospects of the present research.
KEY WORDS: self-monitoring strategies; English training; listening achievement; non-English majors