高中学生英语听力策略研究-学科教学(英语)专业论文.docxVIP

I I Abstract Over the past decades, a great number of researches related to the use of listening comprehension strategies have been conducted all over the world. However, most researchers have addressed this issue either in authentic English-speaking countries or in some places where their official language is English, but little research has been carried out in Chinese schools. Since China boasts more EFL learners than any other countries in the world, it is worthwhile to carry out a research in this area. The purpose of this study is to study how senior high school students use listening strategies in their listening practice. It attempts to find out the overall tendency of listening strategies employed by senior middle school students and the differences in use of these strategies between high-level and low-level listeners. Meanwhile, it also addresses the differences in the use of strategies between males and females. The subjects in this study are 141 first-year senior middle school students from Nanchang Railway No. 1 Middle School. Questionnaire, listening comprehension proficiency test and interview were used to collect research data. Statistical analytic tool SPSS 13.0 was used to analyzed all date. Relevant questions were answered by descriptive statistics and independent sample t-test. Some findings related to senior middle school students’ use of listening strategies was revealed. First, Chinese senior middle school students in general use a variety of listening strategies. However, these listening strategies were used at a medium frequency level. With regard to the use of three major strategies, meta-cognitive strategies were used most frequently by the subjects, followed by cognitive strategies and social/affective strategies. Secondly, high-level students in this study report more application of listening strategies than those low-levels. The use of meta-cognitive strategies and cognitive strategies are significantly different between high-level s