A Study On The Relationship Between The Use Of Listening Strategies And Listerning Comprehension Proficincy For English Majors

Listening is an integral part of every student's school day. Listening plays a prominent role in reading and speaking. It is an important language skill, but researches on listening are less than researches on speaking, reading and writing.Many researches have concluded that there exists a relationship between language learning strategy use and language learning proficiency. Listening strategy is one branch of learning strategies, the thesis refers to study the relationship between listening strategy use and listening comprehension proficiency. Thus, the thesis classifies listening strategies into pre-listening strategies, while-listening strategies and post-listening strategies. Therefore, the thesis will in terms of the three kinds of listening strategies aim at investigating English majors'use of listening strategies; examining the different adoptions of strategies between female students and male students and between high-mark students and low-mark students; and discovering the possible relationship between students'listening strategies use level and their listening comprehension proficiency.The thesis employs three kinds of methods to collect data, which are questionnaire, interview and classroom observation. The subjects for this study are registered in one university in Changchun. The students of this investigation are 102 English majors in Grade Four. The chosen of the subjects are in the same grade. The chosen of the listening teachers are random. The questionnaires are delivered to 102 students, and the data is analyzed by SPSS (17.0); thirty students in Grade Four were interviewed, including 20 females and 10 males, and the subjects were interviewed separately; the materials of classroom observation are chosen from five English listening lessons, using instruments to record classroom teaching process and content.The analysis of the data shows that English majors apply post-listening strategies less than pre-listening strategies and while-listening strategies; female students use the three kinds of listening strategies more frequently than male students, which shows that gender is an influencing variable on the aspect of listening strategies'application; there exist great differences on the three kinds of listening strategies between high-mark group students and low-mark group students, the former applies listening strategies more frequently than the latter, which means that the relationship between listening strategies'application and listening scores is supplementing each other and promoting each other.According to the related theories and the major findings of the research, the thesis at last provides some implications for listening strategy training and listening skill promotion. Meanwhile, the suggestions of the research, the listening strategy training needs a more long-term commitment by teachers than was previously thought. The data issuing from researchers, teachers and learners themselves is still limited and it would be an insecure knowledge base upon which to make to many proposals and recommendations for practice.