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1、,A Study on Listening Strategies Used by Chinese College Non-English Majors Presented by 任小蓉 张路马帅 毛晶玥 文兴华,Research gap and Research questions Methodology Data analysis Conclusion,Research gap and Research questions,Some previous researches 1. Listening strategies used by successful or unsuccessful l
2、isteners2. Factors affecting strategy use3. Listening strategy training 4. Gender and other difference in strategy use,Listening strategies used by successful or unsuccessful listenersOMalley and Chamot ( 1990 )Effective listeners use more strategies of self- monitoring, elaboration and inferencing
3、in the three-stage process of perceptual processing, general parsing and utilization,2. Factors affecting strategy useBoyles ( 1984 ) three factors affecting listening comprehension:Listener factorsSpeaker factorsFactors in the material and mediumListers strategy use are assumed to accommodate certa
4、in factors,3. Listening strategy trainingOMalley and Chamot ( 1990 )Strategies taught in listening strategies include:Selective attention to main ideasTaking verbal notesWriting numerical dataAttention to linguistic markers,4. Gender and other differences in strategy use Some results indicate that f
5、emale learners use more often and a wider range of strategiesSome indicate more professionals use more strategies,Research GapForeign language backgroundGeneral learning strategies-Listening strategies Chinese college non-English majors as subjectsTheir listening strategy use and self-evaluation,Goa
6、ls to bridge the gapTo get some concept about the listening strategy use of Chinese college non-English majors To find about their self-evaluation of their listening strategy use,Research Questions 1. What learning strategies do Chinese college non-English majors frequently use in English listening
7、comprehension? 2. How gender difference would be related to the use of listening strategies? 3. How helpful do learners perceive the listening strategies they are using?,Methodology,Subject,Subject: A total of 50 students participated in this study. They were all second-year non-English majors from
8、Hubei University. Their major is secretary. Their ages ranged from 18 to 22 with the average of 20There were 17 male students and 33 female studentsTheir mother tongue is Chinese and they have taken English as a foreign language from junior high school.,Instrument,QuestionnaireThis questionnaire con
9、sists of three parts： 1.Personal information of the participal 2.The second part is adapted from that of Boyle (1984) to investigate the facts affecting listening comprehension and to look into the listening comprehension strategies used by the subjectsThe initial questionnaire was piloted with the
10、students in Linyi Educational College beforehand and was analyzed for reliability before actal use in the main study.,3. The third part contains 39 listening activities.They are divided into three sections according to OMalley and Chamot (1990) classification of learning strategies.,Questionnaire it
11、ems in categories,Data analysis,The results of the questionaire were keyed into the computer and SPSS version 13.0 was used to conduct statistic analysis. A descriptive statistics was conducted to get the mean scores and the Std.deviations to analyze the factors and the listening strategies. An Inde
12、pendent t-test was used to analyze the differences used by the male and female listeners in the use of listening strategies.,Table 1.1 Description of factors affecting listening comprehension,Results and discussion,Vocabulary was the factor chosen by the most majority. General intelligence was the l
13、east influential factor.,Table 1.2 Descriptive results of listening strategy use in categories,Results and discussion,Chinese college non English-majors employed the listening strategies in an medium frequency level. The most frequently used listening strategy was the cognitive strategy.,Table 1.3 R
14、esults of the self-evaluation for the helpfulness of the listening strategy,Results and discussion,The most helpful strategynote taking The least helpful strategydirected attention,Table 1.4 results of listening strategy use by male and female listeners,Results and discussion,There were no significa
15、nt gender differences in participants use of the listening strategies.,Conclusion,(1) Vocabulary is the factor chosen by the greatest majority. (2)Chinese college non-English majors in general employed learning strategies as a medium frequency level.,(3) There are no significant gender differences i
16、n use of cognitive strategies and social/ affective strategies. (4)The most helpful strategy is note-taking and the least helpful strategy is directed attention,The limitation of the study,First , the size of the study is relatively small. Secondly, some items on questionnaire may not be well designed and adequate in meaning.,Thirdly, the index of reliability and validity of the questionnaire is not known. Lastly, this study doesnt have any tests in the real research environment.,
