An Empirical Study On Listening Self-efficacy, Listening Comprehension Strategies And Listening Achievements Of English Majors In EFL Context

It is well-known that listening, as one of the most important parts in the process of second language acquisition, has always been an essential research project in the field of applied linguistics. Previous researches indicate that both self-efficacy and learning strategy have positive effect on learners'academic achievements, especially on learners'listening achievements. However, researches on the correlation among self-efficacy, learning strategy and academic achievement are not sufficient both at home and abroad. Since listening comprehension is a complex process involving many factors, it is necessary for us to combine listening self-efficacy and listening comprehension strategy in our study to get a better understanding of the listening comprehension process in order to improve learner's listening achievement.To explore the correlation among English majors'listening self-efficacy, listening comprehension strategies and listening achievements, two hypotheses are put forward in this study: 1) There is significant correlation among English majors'listening self-efficacy, listening comprehension strategies and listening achievements; 2) and the impact of listening self-efficacy to listening achievements is higher than that of listening comprehension strategies for English majors.The present study adopted a quantitative approach with three instruments: a listening test, a listening self-efficacy questionnaire and a listening comprehension strategy questionnaire. After the listening test, two questionnaires were distributed to 110 sophomores majoring in English in Jiangnan University. The data collected were analyzed by statistical software SPSS (16.0). The results and findings indicate: 1) Listening self-efficacy and its two dimensions are positively correlated to the listening achievements. English majors who have higher listening self-efficacy levels are inclined to have better listening achievements. 2) Great differences exist in the aspects of English majors'listening self-efficacy between different listening achievement groups. The higher group has fairly good listening self-efficacy level while the average group has moderate listening self-efficacy level and the lower group has comparatively lower listening self-efficacy belief. 3) Participants with higher listening self-efficacy level usually use more meta-cognitive strategy and cognitive strategy than the participants with lower listening self-efficacy level. 4) English majors'frequencies of using listening comprehension strategy are positively correlated with their listening self-efficacy beliefs. 5) The impact of listening self-efficacy to listening achievements is higher than that of listening comprehension strategies for English majors.Several pedagogical implications were suggested based on the results. 1) Some practical teaching methods to raise English majors'listening self-efficacy were provided in the last chapter. 2) Teachers can employ the learner-centered language curriculum to bring learners'innovation into full play as well as foster positive self-efficacy belief for them. 3) Teachers should lay emphasis on the cultivation of English majors'listening comprehension strategy, especially meta-cognitive strategy and cognitive strategy. 4) Teachers should combine learners'listening self-efficacy and listening comprehension strategy together in teaching process.It is hoped that the finding of the present research and the suggestions discussed above can provide language teachers with some practical implications to help students raise their listening achievements as well as their listening self-efficacy belief and listening comprehension strategy.