A Study of Chinese College Students’ English Listening Strategies
DOI:
https://doi.org/10.14738/assrj.42.2619Abstract
This study investigates how Chinese college students apply English Listening strategies with questionnaires. The findings show that Chinese college students don’t do well in applying many English listening strategies, especially the metacognitive strategy of making plans, the cognitive strategy of inference and the social strategy of cooperation. Most students need to improve themselves in applying listening strategies so as to enhance their listening abilities. In English listening teaching, teachers should try to integrate the training of listening strategies into the normal classroom English teaching.
References
Anderson, J. R. The Architecture of Cognition. Cambridge, Mass.: Harvard University Press, 1983.
Herron, C & I. Seay. The effect of authentic aural texts on student listening comprehension in the foreign language classroom. Foreign Language Annals, 1991, (24): 487-495.
Nunan, D. Learner strategy training in the classroom: an action research study. TESOL Journal, 1996, 6 (1): 35-41.
O’Malley, J., A. Chamot, and L. Kupper. Listening comprehension strategies in second language acquisition. Applied Linguistics, 1989, 10 (4): 418-437.
O’Malley, J. & A. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
Oxford, R. Use of language learning strategies: a synthesis of studies with implications for teacher training. System, 1989, (17) 235-247.
Richards, J. C. The Language Teaching Matrix. Cambridge: Cambridge University Press, 1990.
Scovel, T. Psycholinguistics. Shanghai: Shanghai Foreign Language Education Press, 2000.
Su, Y. L. How to conduct the training of listening strategies. Computer-assisted Foreign Language Education in China, 2002, (3): 8-12.
Wen, Q. F. On English Learning Strategies. Shanghai: Shanghai Foreign Language Education Press, 1996.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
