英语专业学生学习策略与听力成绩的相关性调查研究

On the Correlation between English Listening Strategies and Listening Achievement of English Majors

本文基于记忆结构理论,以兰州大学英语专业二年级67名学生为调查对象,依据受试者在两年的四次听力期末考试成绩,通过问卷调查和个别访谈,发现英语专业学生的听力学习成绩和听力策略存在一定的相关性。学习者经常采用的听力策略是提前准备策略、集中注意、情感策略、选择注意和自我评价、记笔记策略、演绎策略和推理策略。高分组与低分组的听力学习者在预先准备策略,使用参考资料策略,翻译策略,归类策略,情感策略,管理策略,笔记策略,掌握语音知识策略,辨音能力策略,集中注意力策略,努力程度策略使用上存在显著差异。听力学习策略的使用并非越频繁越好,而是要根据具体的对象采取适当的策略。

According to the memory structure theory, the paper investigates 67 English major sophomores of Lanzhou University. According to the subjects＇ average scores of four final term examinations, the present study adopts an author -designed questionnaire and interview, and found that there is a substantive correlation betwecn the listening strategies. The learner often uses listening strategies such as advance organizers, directed attention, affecfive strategy, selective attention, self- evaluation, note - taking. And there are significant differences between effective listeners and ineffective listeners in these listening strategies--advance organizers, resoureing, translation, grouping, affective strategy, planning, note - taking, mastering phonetic knowledge, having sound picture, focused attention and working hard strategy. At last, it comes to the conclusion that using listening strategies more frequently won＇ t be beneficial to the listener, and it should depend on the standards of the listener himself.