An Empirical Study On The Effects Of Listening Self-efficacy And Strategies Of Non-English Major Freshmen On The Grades

Research findings of many linguists abroad showed that listening isan important channel of language input to internalize language rulesgradually by a great quantity of listening activity, thus providing thecommunicative ability. Numerous language scholars at home and abroadnot only all have confirmed that there are certain relevance betweenlearning self-efficacy and learning strategy, but many linguists had theempirical research about the correlation between learning self-efficacyand learning strategy in the special field.Therefore, the research will probe into the study on listeningself-efficacy and listening strategies of non-English majors, which is aimat using the appropriate listening strategies to improve their listeningability through the experiment conclusion.The research object of the study is the110freshmen majoring inCivil Engineering and Legal Profession in the North China of University,it centers around the following three points:1) to explore the correlations of listening self-efficacy and listening strategy to listening achievement;2)to discuss listening strategy using of different listening self-efficacy basedon same level;3) to discuss listening self-efficacy using of differentlistening strategy based on same level.This paper describes the using condition of self-efficacy andlistening strategy and on this basis, analyses the relationship betweenlistening self-efficacy and listening strategy with the application ofquestionnaire survey, the description analysis (mean and standarddeviation), and T-test and correlation analysis.Experimental results show:1) the self-efficacy of non-English majorcollege freshmen is general; although they have stronger learningmotivation and beliefs, the ability is weaker;2) listening strategy ofnon-English major college freshmen is general; among the three mainstrategies, frequency of/meta-cognitive strategy using is the highest,followed by the cognitive strategies, the using frequency of thesocial/affective strategies is the lowest.3) there is a significant differenceabout the differences of listening strategy using based on different listening self-efficacy. The students with stronger listening self-efficacycould use listening strategy much more frequently than the students withweaker listening self-efficacy.4) there is a significant difference aboutthe differences of listening self-efficacy using based on different listeningstrategy. The students with stronger listening strategy own much higherself-efficacy than the students with weaker listening strategy.5) Theresults indicate that there is a correlation between self-efficacy andlistening strategy using: The students with stronger listening self-efficacyis better than the weaker ones in terms of full usage of listening strategy;likewise, the students with stronger listening strategy is better than theweaker ones in terms of full usage of listening self-efficacy.Based on the above experimental results, the author puts forward:1)teacher should realize fully importance of improving self-efficacy;2)provide systematic training about listening strategy for freshmen to helpthe learners become more effective in listening study;3) students should be take relevant measures to enhance their listening self-efficacy in thecourse of the listening strategy training.