An Empirical Study On The Effects Of Listening Self-efficacy And Learning Strategies On Listening Achievements Of English Majors

English listening is an important component of foreign language teaching and learning process.It is also an essential research project in the field of foreign language teaching.Many researchers at home and abroad have proved that learners' English learning self-efficacy and learning strategies are relatively related and both of them have an effect on learners' academic achievements.As the process of listening comprehension is complicated,the research of combining listening self-efficacy and learning strategies with listening achievements is necessary.This study aims to probe into the interrelationship among listening self-efficacy,learning strategies and listening achievements in order to further explore the effects of listening self-efficacy and learning strategies on English majors listening achievements and improve their listening abilities.Based on the importance of effects of listening self-efficacy and learning strategies on listening achievements,this study mainly explores the following four questions: 1)Is there a correlation between listening self-efficacy and learning strategies of English major students? If there is,what is the difference between students with different levels of listening self-efficacy in using the learning strategies? 2)Is there a correlation between listening self-efficacy and listening achievements of English major students? If there is,what is it? 3)What is the correlation between the use of learning strategies and listening achievements of English major students? 4)Which correlation is higher,the one between listening self-efficacy and listening achievements or the one between learning strategies and listening achievements?The subjects of the study are 48 sophomores majoring in English from Qingdao University of Science and Technology.The study adopts a quantitative method with two questionnaires and a listening comprehension test.The two questionnaires are the listening self-efficacy questionnaire and the listening learning strategy questionnaire.The listening self-efficacy questionnaire is used to investigate the levels of students' listening self-efficacy and their attitudes towards listening activities.The listening learning strategy questionnaire is used to explore the situation of students' strategy use,the differences of strategy use among different students and their awareness of using strategies in English listening.The listening comprehension test aims to evaluate students' listening comprehension abilities.Based on the analysis of the relevant data by statistical software SPSS(17.0),four major findings are concluded: 1)There is a positive correlation between listening selfefficacy and learning strategies of the English majors.Students with higher listening self-efficacy level usually tend to use more cognitive strategies in listening process.2)There is an obvious positive correlation between listening self-efficacy and listening achievements of the students.Students with higher listening self-efficacy level usually get higher listening achievements,and higher listening achievements students have comparatively higher listening self-efficacy belief.3)The students' use of learning strategies is positively correlated with their listening achievements.And the listening achievements of higher strategy users are relatively better than lower strategy users'.4)The correlation between listening self-efficacy and listening achievements is higher than the one between learning strategies and listening achievements.These findings can offer some implications for English listening teaching and learning.