摘要
The paper reports a study on listening strategies employed by 149 non-English majors of an agricultural university. The findings are that 1) meaning, strategies are preferred to metacognitive, formal, and social/affective strategies; translation strategies are the least favored; 2) listening strategies affect listening performance, but slightly; while most strategies are correlated to listening performance significantly, only new word and translation strategies are significant but negative predicators; 3) high and low achievers employ strategies differently; high achievers apply more strategies more frequently, skillfully, whereas low achievers utilize new word and translation strategies more, which reveals partly the reasons for their different listening performances. Therefore, pedagogical implications are derived from the study for the teaching and learning of college English in agricultural universities.
本文采用定量与定性分析方法,对农业院校非英语专业学生听力策略的运用进行了调查研究,发现1)受试最偏爱意义策略,运用较少的策略依次是元认知策略、形式策略、社交与情感策略,翻译策略运用最少;2)听力策略对听力成绩有影响,但相关系数较小;多数策略与听力成绩的相关性有统计意义,而只有生词与翻译策略对听力成绩有预测力,却是负面预测力;3)不同成绩的学生,运用策略也不同:高分组运用策略较多,频率较高,技巧性较强,低分组则使用生词与翻译策略较多。这部分地揭示了他们成绩不同的原因。这些发现对改进农业院校非英语专业听力的教与学有一定的启示作用。
