摘要
This paper aims at providing some information on language learning strategies of non-English majors in China and discussing their relationship to listening comprehension. A strategy survey was carried out to identify the students' learning strategies. The subjects are 120 non-English major students in Tianjin Medical University. The survey instruments include a strategy questionnaire and four listening comprehension tests. The SPSS is employed to analyze data. The final results indicate that (1) Non-English major undergraduates were able to describe their use of a wide range of learning strategies. The most frequently used strategies in this study were compensation strategies, and the least frequently employed strategies were memory strategies; (2) Learning strategies demonstrated significant correlation with listening proficiency; (3) Metacognitive strategies were the strongest positive predictor of listening proficiency. Association/elaboration, contextualizing, practicing, reasoning & analyzing, guessing/inferencing, seeking practice opportunities, paying attention, taking risks/tolerance for ambiguity, taking emotional temperature and developing cultural understanding were ways to achieve high listening proficiency in terms of good grades in listening tests in this study. The implication of the study is that teachers can help their students become more effective listeners by encouraging them to apply a variety of learning strategies to listening tasks.
本文调查分析了中国非英语专业大学生在听力理解过程中学习策略的使用情况。调查对象为120名非英语专业本科生,调查工具为学习策略问卷和听力测试,数据分析工具为SPSS计算机统计软件。结论如下:(1)非英语专业大学生在听音过程中使用最多的是补偿策略,最少的是记忆策略。(2)学习策略与听力水平存在有意义的关系,其中认知策略和元认知策略与听力成绩的相关最显著。(3)元认知策略对听力成绩的预示作用最大。单项策略中有预示作用的包括联想、利用上下文、练习、分析和推理、推测、寻求练习机会、集中注意力、敢于冒险、了解情感状态和培养文化理解力。
