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A Study of Listening Strategies Employed by Non-English Majors in a Chinese University

Author: LeiMeng
Tutor: RaoZhenHui
School: Jiangxi Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Listening Comprehension Strategies Metacognitive strategies Cognitive strategies Social / affective strategies High and low levels of hearing learners Gender
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 241
Quote: 1
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Abstract

Since the 1970s, the use of foreign language learners learning strategies Status of language researchers more and more attention. In all learning strategy, on hearing Strategy is causing great concern of researchers. However, most of the studies were conducted in the western context, few studies in China. In order to better understand the Chinese students the use of listening strategies, this study aims to explore this area and to provide more results. This study probed the Chinese non-English Major Students use listening strategies status quo, comparing gifted poor students in the use of learning strategies at all levels, the differences in effects of gender on the impact of the use of listening strategies and proposed based on the results of the corresponding Listening revelation. 120 subjects were tested Jiangxi Normal University sophomore non-English majors. Among them, 37 girls (30.8%), 83 boys (69.2%). Two survey instruments used to collect relevant data, one is listening strategy questionnaire, two are CET listening level test questions. In this paper, software SSPS10.0 for Education Statistics data obtained were analyzed. Descriptive analysis was used to analyze the quantitative data listening strategies, listening strategies that use minimum and the maximum score score, average and standard deviation. Independent samples T-test was used to test the level of listening strategies in gender differences. The results of this study are as follows: First, the survey non-English sophomore indeed listening comprehension listening strategies used, but the use of the policy level is not high, only a moderate level. Students often use cognitive strategies, and sometimes the use of metacognitive strategies and social / affective strategies. Second, high levels of hearing students to use listening strategies were significantly higher than the frequency of the low level of hearing students. Among them, metacognitive strategies and cognitive strategy use was a significant difference between the two, in the social / affective strategy use does not have a significant difference. Specifically: more use of the former than the latter plan, self-motivation, monitoring, evaluation, inference, prediction strategy. Third, girls more often than boys to use metacognitive strategies, cognitive strategies, and social / affective strategies, but the difference is only reflected in the social / affective strategies. Based on the above findings, this paper proposes Chinese college English teachers some teaching inspiration. In listening learning in order to improve the efficiency of the students' listening, teachers should first allow students to learn on their own and listening tasks and listening strategies have a comprehensive awareness. Second, teachers should train students to use learning strategies awareness and encourage students to use metacognitive strategies and social / affective strategies. Again, in listening class teaching and learning strategies, the teacher should also take full account of students' gender factor.

A Study of Listening Strategies Employed by Non-English Majors in a Chinese University

Abstract

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