本文是一篇英语教学论文，本研究采用问卷和访谈收集数据。笔者首先向230名来自广东省Y中学三个年级的高中生发放问卷，接着运用SPSS 27.0分析问卷数据，然后从三个年级随机选取12名学生开展访谈（每个年级4名学生），最后分析访谈数据。
Chapter One Introduction
1.1 Research Background
It is proposed in New Curriculum Standards that the English curriculum in senior highschools should help students develop their language ability,which means students canunderstand and express meaning in contexts via five language skills,namely,listening,speaking,reading,writing and viewing(Ministry of Education,2020).In this case,thecultivation of such five skills is of great importance to the development of students’languageability.As one of the language skills,listening is a key channel for students to obtain languageinput.If English learners could not have access to enough input,their English learning wouldend up with failure.Also,it has been found in Rivers’s study that listening accounts for about45%of human communication activities(Zhou Li,2018).All these reflect the necessity forEnglish learners to well master listening skills.However,most students in our country haveencountered different levels of listening difficulties(Peng Huarong,2005;Gu Xiaoyan,2009;Bai Huaying&Liu Yinglin,2017),one of the reasons for which is that the students fail to usevarious listening strategies effectively(Zhao Guoxia&Sang Zilin,2016).Therefore,it hasbeen urgent to help English learners master and apply listening strategies efficiently so as toimprove their listening.
Listening strategies are a branch of learning strategies.And it is clarified in NewCurriculum Standards that applying various learning strategies will help promote students’learning efficiency.Besides,the effective use of learning strategies could be transferred to thelearning in other areas and thus help students develop their autonomous learning ability andlife-long learning ability(Ministry of Education,2020).Considering the significance oflearning strategies,New Curriculum Standards puts forward suggestions on strategy Listening strategies are a branch of learning strategies.And it is clarified in NewCurriculum Standards that applying various learning strategies will help promote students’learning efficiency.Besides,the effective use of learning strategies could be transferred to thelearning in other areas and thus help students develop their autonomous learning ability andlife-long learning ability(Ministry of Education,2020).Considering the significance oflearning strategies,New Curriculum Standards puts forward suggestions on strategy
1.2 Research Purpose
The present study aims at clarifying the correlation between senior high school students’EAT and their using listening strategies via the investigation of the status quo of EAT and theuse of listening strategies among senior high school students as well as the exploration of thedifferences among different grades of students with regard to EAT and the use of listeningstrategies,so as to provide corresponding suggestions for the improvement of listeningstrategy instruction.
Chapter Two Literature Review
2.1 The Definition of AT and EAT
There has been no agreement on the definition of AT until now.Different scholarsexplore the definition of AT from different perspectives.And the following demonstratessome main viewpoints on the definition of AT.
First,AT is treated as the tendency to perceive the ambiguity as desirable.For example,Budner(1962)considered AT as a personality variable and defined it as the tendency toperceive the ambiguity situations as desirable.And he further explained that ambiguitysituations were the situations that could not be well organized and associated with theprevious ones because of the lack of sufficient cues.The definitions in this category inspireresearchers to conduct studies on AT in the field of psychology.
Second,AT is defined as an ability to deal with the ambiguity.For example,Chapelleand Roberts(1986)viewed AT as an ability with which people could calmly and wisely copewith the unknown and vague information.Ehrman(1999,cited in
