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【摘要】本研究采用定量分析的方法，对100名南京理工大学大二非英语专业学生的听力策略使用状况进行调查。结果发现：①目前非英语专业学生使用听力策略的状况良好。②听力策略的使用有利于听力成绩的提高。研究结果对听力教学和策略训练有一定的指导意义。
【关键词】听力策略 定量分析 听力成绩 相关性
1．Introduction
The studies about listening strategies in the western countries began in 1980s. They mostly use oral report to study the differences in listening strategies of the students on different language levels (DeFillips 1980; Murphy 1985; O’Malley et al 1989; Rost & Ross 1991; Vandergrift 1992). However, because of the different subjects and methods, these studies have not come to an agreement and a general conclusion.
The domestic relevant studies began in the early 1990s. In these studies some are about the differences in learning strategies between the acquainted and the unacquainted (Wen Qiufang 1995,2001; Wen Qiefang, Huang Haixiao 1996); some are about the relationship between listening strategies and listening results (Jiang Zhukang 1994). In addition, some are involved in the background knowledge with effect on listening methods and listening strategies (Liu Shaolong 1996). But the reports about the application of non-English majors’ listening strategies are very few. Therefore, on the basis of the studies by other experts, a decision has been made to make a report on the application of non-English majors’ listening strategies and to know whether the strategies are beneficial to the results of English test.
2．Research Design
2．1 Objective
The investigatory objective of this paper is to know a general conclusion, as follows:(1) what is the present situation of listening strategies of non- English majors. (2) whether do the listening strategies have influence on listening outcome.(3) this study can give its pedagogical and practical implications.
2．2 Subjects
100 Grade-two non-English major students of Nanjing University of Science & Technology (NUST) who are ready to attend CET-4 are the subjects of this research. What deserved to be mentioned, is that they have spent about two-year university study and have gradually fitted the campus study, that is to say, they have formed fixed learning methods and habits. Moreover, since they are to attend CET-4, they treat the English test more seriously than the students in other grades. Such factors together keep the research results more believable and reliable.
2．3 Instrument
“Listening strategies questionnaire” and “ two tests of listening comprehension part in English tests” are the research instruments.
(1) Listening strategies questionnaire: The questionnaire was designed from three sources. One is from some relevant documents, like Oxford (1990) “strategies inventory for language learning”; the second is from some other similar questionnaire such as the questionnaire of Shu Yuanlian “listening strategies adopted”. The third is my experience of learning English. The whole questionnaire consists of twenty questions. (2) Listening test: choosing the part of Listening Comprehension from two tests of CET-4 in January, 2004 and in June, 2005
3．Process of Implementation
3．1 Questionnaire statistics
100 copies of questionnaire are handed out. And 90 copies are returned, among which six copies are invalid for some are not finished, and some are vague. So 84 copies are available.
3．3 The contents of questionnaire & the analysis of the data
Table 1 describes the contents of the questions in “Listening strategies questionnaire” and the statistic data. Strategies (4), (6), and (7), (8) are applied by most students, while strategies (1), (3) and (14) are applied by few students. This result shows that the students have applied strategies centering on the process of listening, that they have not formed a habit of doing something before listening, such as making a plan of listening or checking the effect after a period of practice. According to the theory of O' Malley & Chamot (1990), the fifteen variables of Table 1 contain five strategies and eight second-strategies. (see Table 2)
A conclusion from Table 1 and Table 2 is that the present situation of listening strategy application of non-English major students is good, at least better than expected. The percentage of evaluating, performance grammar, inferencing, connecting, and forecasting is high; And at present, the non-English major students mainly use the listening strategies such as metacogitive strategy, cognitive strategy as well as social \ affective strategy. Though, the students still have their deficiency and neglect which restrict the listening results.
3．4 Listening test
The full marks of listening test are 40, and those who get marks higher than 32 belong to group 1, and those who get marks lower than 20 belong to group 2. Table 3 describes the two groups information. Then the questionnaire of these two groups is analyzed in Table 4 and Table 5, as follows.
3．5 Research result
This research gets the following results:
(1) The present situation of listening strategies application of non-English major students is good, at least better than the hypothesis expected.
(2) The main strategies including metacognitive strategy, cognitive strategy as well as social \ affective strategy are applied by the students.
(3) The students in high-mark group can apply the strategies more effectively than the students who are in low-mark group
4．Ending
This research about application of non-English majors’ listening strategies gets a general result, and a lot of valid data. I hope this research and the data may have an effect on improving learning and teaching.Of course, this research also has its limitation for some reasons, such as the limitation of the samples, the hurry of time and the limitation of conditions and so on.
Bibliography
1 Andrew D.Cohen. Strategies in Learning and Using a Second Language. Foreign Language Teaching and Research Press, 2000
2 DeFillipis D A. A Study of the Listening Strategies Used by Skillful and Unskillful College Students in Aural Comprehension Tasks. Diss., Univ. Of Pittsburgh, 1980
3 Teachability. Language Learning, 1991
4 University Press, 1998
5 Vandergrift L. The Comprehension Strategies of Second Language Learners. Unpublished PhD Dissertation, University of Alberta, Edmonton, Canada, 1992
6 外语教学与研究.1994(1)
7 刘绍龙.背景知识与听力策略:图式理论案例报告.现代外语1996(2)
8 文秋芳.英语学习策略论.上海外语教育出版社,1995
9 文秋芳.英语学习者动机,观念,策略的变化规律与特点.外语教学与研究.2001(2)
【关键词】听力策略 定量分析 听力成绩 相关性
1．Introduction
The studies about listening strategies in the western countries began in 1980s. They mostly use oral report to study the differences in listening strategies of the students on different language levels (DeFillips 1980; Murphy 1985; O’Malley et al 1989; Rost & Ross 1991; Vandergrift 1992). However, because of the different subjects and methods, these studies have not come to an agreement and a general conclusion.
The domestic relevant studies began in the early 1990s. In these studies some are about the differences in learning strategies between the acquainted and the unacquainted (Wen Qiufang 1995,2001; Wen Qiefang, Huang Haixiao 1996); some are about the relationship between listening strategies and listening results (Jiang Zhukang 1994). In addition, some are involved in the background knowledge with effect on listening methods and listening strategies (Liu Shaolong 1996). But the reports about the application of non-English majors’ listening strategies are very few. Therefore, on the basis of the studies by other experts, a decision has been made to make a report on the application of non-English majors’ listening strategies and to know whether the strategies are beneficial to the results of English test.
2．Research Design
2．1 Objective
The investigatory objective of this paper is to know a general conclusion, as follows:(1) what is the present situation of listening strategies of non- English majors. (2) whether do the listening strategies have influence on listening outcome.(3) this study can give its pedagogical and practical implications.
2．2 Subjects
100 Grade-two non-English major students of Nanjing University of Science & Technology (NUST) who are ready to attend CET-4 are the subjects of this research. What deserved to be mentioned, is that they have spent about two-year university study and have gradually fitted the campus study, that is to say, they have formed fixed learning methods and habits. Moreover, since they are to attend CET-4, they treat the English test more seriously than the students in other grades. Such factors together keep the research results more believable and reliable.
2．3 Instrument
“Listening strategies questionnaire” and “ two tests of listening comprehension part in English tests” are the research instruments.
(1) Listening strategies questionnaire: The questionnaire was designed from three sources. One is from some relevant documents, like Oxford (1990) “strategies inventory for language learning”; the second is from some other similar questionnaire such as the questionnaire of Shu Yuanlian “listening strategies adopted”. The third is my experience of learning English. The whole questionnaire consists of twenty questions. (2) Listening test: choosing the part of Listening Comprehension from two tests of CET-4 in January, 2004 and in June, 2005
3．Process of Implementation
3．1 Questionnaire statistics
100 copies of questionnaire are handed out. And 90 copies are returned, among which six copies are invalid for some are not finished, and some are vague. So 84 copies are available.
3．3 The contents of questionnaire & the analysis of the data
Table 1 describes the contents of the questions in “Listening strategies questionnaire” and the statistic data. Strategies (4), (6), and (7), (8) are applied by most students, while strategies (1), (3) and (14) are applied by few students. This result shows that the students have applied strategies centering on the process of listening, that they have not formed a habit of doing something before listening, such as making a plan of listening or checking the effect after a period of practice. According to the theory of O' Malley & Chamot (1990), the fifteen variables of Table 1 contain five strategies and eight second-strategies. (see Table 2)
A conclusion from Table 1 and Table 2 is that the present situation of listening strategy application of non-English major students is good, at least better than expected. The percentage of evaluating, performance grammar, inferencing, connecting, and forecasting is high; And at present, the non-English major students mainly use the listening strategies such as metacogitive strategy, cognitive strategy as well as social \ affective strategy. Though, the students still have their deficiency and neglect which restrict the listening results.
3．4 Listening test
The full marks of listening test are 40, and those who get marks higher than 32 belong to group 1, and those who get marks lower than 20 belong to group 2. Table 3 describes the two groups information. Then the questionnaire of these two groups is analyzed in Table 4 and Table 5, as follows.
3．5 Research result
This research gets the following results:
(1) The present situation of listening strategies application of non-English major students is good, at least better than the hypothesis expected.
(2) The main strategies including metacognitive strategy, cognitive strategy as well as social \ affective strategy are applied by the students.
(3) The students in high-mark group can apply the strategies more effectively than the students who are in low-mark group
4．Ending
This research about application of non-English majors’ listening strategies gets a general result, and a lot of valid data. I hope this research and the data may have an effect on improving learning and teaching.Of course, this research also has its limitation for some reasons, such as the limitation of the samples, the hurry of time and the limitation of conditions and so on.
Bibliography
1 Andrew D.Cohen. Strategies in Learning and Using a Second Language. Foreign Language Teaching and Research Press, 2000
2 DeFillipis D A. A Study of the Listening Strategies Used by Skillful and Unskillful College Students in Aural Comprehension Tasks. Diss., Univ. Of Pittsburgh, 1980
3 Teachability. Language Learning, 1991
4 University Press, 1998
5 Vandergrift L. The Comprehension Strategies of Second Language Learners. Unpublished PhD Dissertation, University of Alberta, Edmonton, Canada, 1992
6 外语教学与研究.1994(1)
7 刘绍龙.背景知识与听力策略:图式理论案例报告.现代外语1996(2)
8 文秋芳.英语学习策略论.上海外语教育出版社,1995
9 文秋芳.英语学习者动机,观念,策略的变化规律与特点.外语教学与研究.2001(2)