本文是一篇初中英语教学论文，本研究将多模态教学应用于初中英语听力课堂，通过多种模态组合的方式促使学生更好地运用元认知策略，从而提升其英语听力理解水平。
Chapter 1 Introduction
1.1 Research Background
The 2022 revised version of the Compulsory Education English Curriculum Standards clearly points out the importance of learning strategies in students’ learning in the compulsory education stage, emphasizing that the effective use of learning strategies can significantly improve academic performance. Therefore, cultivating students to utilize learning strategies efficiently has become the core task of the English curriculum. By training students to utilize learning strategies flexibly, they can not only enhance their English learning ability, but also develop their independent learning ability. In the learning process, students can adopt a variety of learning strategies. Cognitive strategies are dedicated to integrating new and old information and storing it in memory for a long time, while metacognitive strategies help students assess their learning outcomes and provide guidance for subsequent learning directions. In the learning process, the two complement each other and work together to promote the achievement of learning goals. Teachers should teach diverse learning strategies in practice to guide students to learn more effectively. However, if students lack the necessary metacognitive skills, it is difficult for them to become successful learners even if teachers teach a variety of strategies. Therefore, mastering and practicing metacognitive strategies is especially crucial for successful learners. This view is confirmed by Wen Qiufang (1996), who argues that learners’ success often depends on their ability to use metacognitive strategies appropriately.
Listening, speaking, reading and writing are the four cornerstones of English learning. It is worth noting that in the new standards, listening skills are given top priority in the learning objectives of each stage, as they are regarded as the key to improving English proficiency and ability. It is thus clear that listening skills occupy a central position in English learning. However, the traditional teaching model often treats listening as a passive skill, and students rely too much on classroom lectures, with teaching centered on the teacher. Under this model, students lack the sense of independent learning, and it is difficult for them to make up for the lack of listening knowledge by using effective self-awareness learning strategies. Therefore, guiding students from passive learning to active learning and improving their listening skills have become an important challenge in the reform of listening teaching.
1.2 Research Purpose and Significance
In the instructional method, this study will introduce a range of several modalities combined with one another. The author methodically teaches pupils self-awareness techniques and skillfully incorporates them into junior high school English instruction by creating a set of focused exercises. This study’s main goal is to confirm whether using self-awareness metacognitive strategies by students can indeed increase their English listening competency when several two modalities are combined. Furthermore, in order to provide useful references for future educational researchers, this study will examine how different modal combinations of teaching settings affect students’ usage of self-awareness metacognitive methods. The author hopes that this study will improve student learning results and encourage innovation in English listening instruction.
This paper’s research goals can be summed up as follows. First and foremost, the goal of this study is to investigate practical steps and approaches that may be taken to enhance the educational impact from the standpoints of the classroom and student learning. Second, this paper creatively introduces a multimodal teaching environment and metacognitive strategy guidance to improve the current state of junior high school English listening education. The
