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1、The Influence of Learning Strategies on Listening Proficiency影响听力水平的学习策略摘要：本文目的在于了解英语专业八级Mini-lecture 听力策略的使用情况，并比较高水平听力者与低水平听力者在策略方面的差异。调查对象为惠州学院外语系大四40名学生。调查工具是一份听力策略的调查问卷。调查发现：1）在Mini-lecture 听力中，认知策略最常用，其次是元认知策略，最后是社会/情感策略。2）策略的使用和听力水平关系密切。听力强者多用策略“自我管理”、“归类”和“记笔记”，而弱者则多用“直接注意”和“关键词”。在策略“提前准备”、“
2、推测”、“联想”、“选择注意”和社会/情感策略使用中，强者和弱者差异不大。几点启示是学生应接受听力学习策略教育，特别是社会/情感策略。为了提高听力水平，反复操练第二外语也应特别重视。关键词：学习策略 小型演讲 听力水平Abstract：This paper aims at finding out the strategies employed in listening to a Mini-lecture in TEM8, and making comparison and contrast of strategies used by good listeners and poor listen
3、ers. The subjects are 40 English majors in Huizhou University. The instrument is a strategy questionnaire. The findings are:1) In the Mini-lecture listening, the most frequently used strategies are cognitive strategies and the least frequently employed strategies are social/affective strategies, wit
4、h metacognitive strategies in the middle. 2) There is correlation between listening strategies and listening proficiency. Good listeners tend to manipulate the strategies “self-management”, “categorization” and “note-taking” more frequently, while poor listeners tend to use “directed attention” and
5、“key word”. There is no significant difference in the use of some strategies, such as “pre-preparation”, “inferencing”, “association”, “selective attention” and social/affective strategies.The implication of the study is that students should receive listening strategy instruction, especially social/
6、affective strategy instruction. Moreover, practicing the new language should be emphasized if the students want to improve listening proficiency.Key words：Learning strategies Mini-lecture Listening proficiency1 IntroductionListening comprehension is always considered to be one of the most difficult
7、parts of foreign language acquisition by most Chinese students. How to improve the ability of listening comprehension? Many strategy training studies have been conducted and most of them have been proved successful by OMalley and Chamot.The research on listening strategies started from the west in t
8、he 1980s. Certain famous researchers had made great contributions to the field of learning strategies. Until the 1990s, some empirical studies on listening strategies with Chinese students appeared in our country (Jiang 1; Wen 2). Although many strategies have been conducted helpful in listening com
9、prehension, they are general, it seems necessary to research on a specific part which hasnt been researched so much before, thats Mini-lecture/Note-taking &Gap-filling in TEM8 (Test for English Majors Band 8). Majority of the English major students consider Mini-lecture to be the most difficult sect
10、ion in listening. According to the statistic report about the result of Mini-lecture in the last two years, English major students from Huizhou University didnt do well in this part: only 3.85(total score 10) in 2005 and 5.13(total score 10) in 2004, compared to the national average level 5.09(total
11、 score 10) in 2005 and 6.27(total score 10) in 2004. Most of the students who couldnt pass TEM8 got low score in this part. Therefore, when listening to a Mini-lecture, there is a need to study on how to improve students listening proficiency with the help of learning strategies. Some scholars have
12、found the correlation between learning strategies and listening proficiency, but they maybe havent concentrated on this specific listening task. In this paper, the author has made an empirical research on the learning strategies that English majors employed in listening to a Mini-lecture. According
13、to the result of the research, the correlation between learning strategies and listening proficiency would be found out and certain implications would also be made to help improve students listening proficiency in Huizhou University. 2.1 Definition and Classification of Learning StrategiesThe study
14、of learning strategies has been an “explosion of activity” in the recent years. A certain research on learning strategies is the comprehensive research program surveyed by OMalley and Chomat. Their definition of learning strategies is “the special thoughts or behaviors that individuals use to help t
15、hem comprehend, learn or retain new information”. In OMalley and Chamots framework, three major types of language learning strategies are distinguished. Cognitive strategies refer to the steps or operations used in problem-solving that require direct analysis, transformation or synthesis of learning
16、 materials. They have an operative or cognitive-processing function. Examples of cognitive strategies are: elaboration, note-taking, inferencing, key word, contextualization, analyzing and repetition. Cognitive strategies such as these appear to be directly linked to the performance of particular learning tasks. Metacognitive strategies make use of knowledge about cognitive processes and constitute an attempt to regulate languag
