Barriers and strategies in listening comprehension

A variety of barriers to listening comprehension are illustrated in this paper. They are analyzed respectively and several effective strategies are also presented afterward. The barriers to listening are those of psychological quality, language knowledge, cultural background, Chinese interference and so on. The strategies should be as follows: training students' psychological quality,strengthening the teaching and learning of language knowledge,comparing cultural differences, using student-centered teaching method and combining intensive listening and extensive listening.

On the Application of Cognitive Strategy in College English Listening Comprehension——With International Talents Training as the Goal

This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of college English listening comprehension.It is expected that the paper can bring some useful enlightenments on the international talents training.

Second Language Lecture Comprehension: Student's Perception, Problems and Strategies

The ability to comprehend academic lecture is an important part of the necessary proficiency of tertiary level students for whom English is a second or foreign language. The purpose of this research is to investigate the lecture-perceived experience of one non-nativespeaking learner who attending her English medium lecture course in the first semester in New Zealand. It describes how the learner perceives the lecturing experience, the problems she encounters and the strategies she use to overcome these problems.

Metacognitive Strategy Use in English Reading Comprehension

Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a series of metacogonitive strategies. Teachers should conduct metacognitive training among students. Thus, students are sure to improve their reading proficiency with some metacognitive knowledge during the reading process.

Discourse Comprehension and Reading Strategies for Freshmen of Non-English Majors

This paper firstly discusses the nature of discourse comprehesion,and then analyzes the importance of reading strategy instructionon reading comprehension. Finally,it presents some useful approaches to help freshmen of non-English majors read effectively.

The Use of Listening Comprehension Strategies by Non English Majors

With the development of psycho-linguistics in the past twenty years or so, listening comprehension strategy has become an increasingly important aspect of research on Second Language Acquisition and Instruction. Although much has been done by researchers like O’Malley, Bacon, Richard, there is still some argument about what are listening comprehension strategies, how they can be classified, and what, as well as how they can be taught in class. This article is intended to contribute some ideas to these controversial fields of research on Listening Comprehension Strategy.\;For the theoretical aspect, the writers of this article venture a system of strategies, which is based on the well-established cognitive classification of learning strategies, and at the same time includes those strategies characteristic of listening comprehension.\;For the practical aspect, in order to find out on what strategies students need more training, a survey has been conducted on how students (first year and second year non-English majors) make use of listening comprehension strategies in the process of listening comprehension. By analyzing the students’ response to the survey, the writers of this article find that both first year and second year students are weak at using listening comprehension strategies. Of the 25 strategies, only 8 strategies are within the students’ command. This is explained as a result of lack of training in class. The writers appeal for more strategy-consciousness on the part of English teachers. The writers also find that the most serious problem in strategy using lies in discourse strategies, the difficulty of which often goes hand in hand with that in reading comprehension. And the training of discourse strategies is predicted by the writers of this article to be the most difficult part of listening class.\;

The Effect of Learning Strategies on Reading Comprehension

Learning strategies are usually regarded as one of the aspects of the cognitive psychology and reading is a cognitive process in which the reader engages in a conversation with the text or the author. Then is there any relationship between learning strategies and reading comprehension？ To explore this, an experimental study is conducted in this paper. The conclusion is thereafter reached that reading comprehension is closely related to and greatly affected by learning strategies, especially cognitive and metacognitive strategies.

Planning and Layout Strategies of Urban Institution Pension Service Facilities under the Background of Aging Society: A Case Study of the Main Urban District of Xuzhou City

China has entered an aging society, and the contradiction between the social pension needs rapidly growing in the dty and the lagged pension business is increasingly outstanding. By analyzing the amount, development level, type, sttucture, and space distribution of the institutional pension facilityin main urban district of Xuzhou Qty, this paper has summed up the main problems. Combining the estimation on the number of the elders and pension bed, coordination and planning of institutionalpension facility in the research zone are conducted from three aspects： distribution guidance, ptindple of locating and differentiation configufation, to promote tiie construction of pension agenqr and impel the development of pension business in Xuzhou Qty.

Listening Strategies in English Listening Comprehension of College Students

Listening is playing a fundamental role in foreign language learning.This thesis aims at finding the major problems con-fronting students in listening comprehension of non-English majors and the total usage of listening strategies,hoping to providesome useful suggestions for college English listening teaching and learning.The result shows that the biggest problem students con-fronted is vocabulary and the overall strategy use by students is at a medium frequency level.At last,specific suggestions are pro-vided for both students and English teachers based on the result of this research.

Multiple Choice Reading Comprehension Tests and English as a Foreign Language （EFL） Learners Answering Strategies

As far as we are concemed, one of the elements of assessing EFL/ESL （English as a Foreign Language/English as a Second Language） learners＇ language proficiency in institutions and universities in our country ＂lran＂ are multiple-choice reading comprehension tests. We also know that, it comprises one major section of the standard and TOEFL （Test of English as a Foreign Language） tests. Taking into account its importance and the problems which EFL learners have answered them, I get motivated to uncover some of the test-taking strategies which they employ to answer multiple-choice reading comprehension questions when dealing with familiar versus unfamiliar topics. To get a better conclusion, I choose 20 advanced male and female candidates whose English proficiency is at an acceptable level and at least at the same age level, and they major in English language from different colleges and universities. They are given two reading comprehension passages （familiar and unfamiliar）, each one with five final questions and allotted time to answer the questions. Two main instruments in this study are a retrospective think-aloud protocol and a semi-structured interview. The results of the reading comprehension tests and interview part revealed that advanced learners＇ high scores in the familiar topic were not because of their strategy use but because of their high linguistic and background knowledge on the topic. I also concluded that the number, kind, and sequence of strategies employed, were greatly dependent on the degree of testees＇ familiarity on the topic. In other words, test-takers used more strategies to compensate for their lack of linguistic knowledge.

A Study on the Application of Cognitive Strategies in Teaching Reading Comprehension——Take the case of two class-hour as an example

The author explores and sums up the cognitive strategies related to reading comprehension; demonstrates the application of them with a teaching design to illustrate the teaching reading comprehension process to the students and motivate them.

The Effects of Web-Based Listening Strategy Training on Thai High School EFL Students＇ Listening Comprehension

This study investigated the effects of a CLSTS （Computer-Assisted Listening Strategy Training Software） program on the development of students＇ ability to use four target listening strategies to enhance their listening comprehension. This study covered an experimental group and a control group. The participants were Grade 10 Thai EFL （English as a Foreign Language） students in a Thai high school in Bangkok, Thailand. Experimental group performance was compared to that of a control group on the five research instruments. Regarding the effect of the CLSTS on the students＇ ability to use the target listening strategies to enhance their listening comprehension, it was found that the CLSTS was significantly effective. The results that made CLSTS effective were categorized into six main aspects.

An Empirical Study of Listening Comprehension Strategies in Autonomous Learning Environment

This is a report on an empirical study of listening comprehension strategies in autonomous learning environment which was conducted among the second-year non-English majors in Shandong University （Weihai） on the basis of O＇Malley and Chamot＇s theory of learning strategies, dating from September, 2010 to January, 2011. The study aims to verify the teachability of listening comprehension strategies, the enhancement of students＇ awareness of applying these strategies in their listening comprehension pratice and positive effects of listening comprehension strategies cast on students＇ listening comprehension proficiency. Questionnares on listening comprehension strategies were conducted at the beginning and at the end of the research respectively, in addition to the listening comprehension strategies training from the beginning to the end of the research. Besides, there was a interview arranged in the middle of the research. Meanwhile, there were two listening comprehension proficiency tests arranged at the beginning and at the end of the research. According to the results, it can be indicated that the students＇ strategy awareness can be promoted, while their listening proficiency also can be improved by the listening comprehension strategy training.

Training Learning Strategies to Develop Listening Comprehension in Interpretation for Non-English Majors

This study intends to examine the problems that affect non-English majors in listening comprehension and in interpretation, and the potential factors that could influence their listening achievements, and puts forwards some possible solutions for the improvement in terms of the relationship between learning strategies and listening comprehension. An interview as a guide and a close-ended questionnaire were administered to 30 students of non-English majors who had chosen the optional course for interpretation in the University of Shanghai for Science and Technology. Findings provide evidence that we could and should train L2 （second language） learners strategies to gain language competence

Self-Regulated Reading Comprehension Strategy Selection Through Diagnostic-Prescriptive Instruction： A Case Study

This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha＇anxi University of Science and Technology （SUST） in Xi＇an, People＇s Republic of China （PRC）. By focusing on the subject＇s primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals： （1） spelling; （2） phonemic awareness; （3） noticing structural and cohesive elements; （4） comparing argumentative and evaluative texts; and （5） analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.

Concerted Practice of the Four–Pronged Comprehensive Strategy Together with the “Five Development Concepts”

The practice of adhering to and developing socialism with Chinese characteristics requires the concerted practice of the Four-Pronged Comprehensive Strategy together with the five major development concepts.First,the implementation of the five major development concepts can be deemed as the precursor to the country's goal of building a moderately prosperous society.To this end,we shall innovatively tackle the developmental problems,coordinate social and economical development,leverage sound economic growth and resource exploitation,and practice open development strategies for the goal of creating prosperity for the entire population of China.Also,with the five major development concepts as a prerequisite for deepening reform,new measures shall be taken to creatively solve specific reform issues.Coordination shall be considered to keep all measures in one system and entity.We shall take green development concept to remove all the obstacles on our path to reform,and take opening-up concept to keep transparent and impartial reform atmosphere and sharing concept to ensure the beneficial policies and projects for the well being of all people.Moreover,implementing the five major development concepts as the foundation for law-based governance of China,innovation shall be made to develop a complete,standardized legal system,and coordination shall be developed for the legal guarantee of concerted and upgraded national hard and soft power.We shall take the green development concept for an equal legal environment,the opening-up concept to build law-based awareness for the whole society,and the sharing concept to benefit all people with fairness and righteousness in every judicial case.The five major development concepts shall be the cornerstone for strengthening Party self-discipline,by which we shall innovatively enhance Party leadership,coordinately build the Party and the Party's leading role,build a sound,orderly and vigorous political structure within the Party with green development concept.

An Empirical Study of the Effect of Metacognitive Strategy Instruction on Listening Comprehension

The paper tries to apply meta-cognitive strategy training to English listening comprehension teaching.It also aims at helping students choose appropriate meta-cognitive strategies to accomplish specific listening tasks,which may hopefully facilitate students'listening comprehension. Data analysis proves that strategy training helps improve students' listening comprehension.

Literature Review of Strategy Approach to Listening Comprehension

This article demonstrates a literature review of the strategy approach to listening comprehension. The article is to raise the awareness of listening strategy so as to further the research of ESL/EFL listening strategy and enhance the students' communicative competence.

Improving non-English majors' listening comprehension through strategy training

Listening is an important part in the second language learning process,so how to improve students’ listening comprehension especially for non-English majors becomes a main concern to teachers.For this purpose,a targeted listening strategy training was conducted in listening classes.Test results manifest that sixty participants get more or less improvement in their listening comprehension after receiving a strategy training every two hours over ten weeks.Low and middle achievers make relatively more progress than high-achievers.Interviews also indicate that high achievers use top-down strategies more than low achievers in listening process,while low achievers employ more bottom-up strategies than high achievers.This indicates that effective strategy training in listening class could enhance students’ listening performance.It is hoped that this study could give some insights to the future listening teaching.

Metacognitive Strategy Training in Reading Comprehension

Despite that language learning strategy(LLS) has been heatedly discussed since its emergence in 1975, its conceptualization, categorization and strategy training models are still in dispute. However, what commonly revealed by most studies is that there is a positive correlation between the use of language learning strategy and language learners' performance. This paper applies Dornyei's classification, known as cognitive strategies, metacognitive strategies, social strategies and affective strategies. By reviewing previous studies on the application of metacognitive strategy in English as a second language(ESL) reading comprehension, plenty of useful implications for reading pedagogy are suggested. It further explains how certain important metacognitive strategies, namely Semantic Mapping(SM) and Experience-Text-Relationship(ETR), can be implemented in second language reading comprehension, aiming to encourage language learners to be aware of learning strategies,"learn how to learn"(Cohen, 1988, p66)!