The Effects Of Language Learning Strategies On Chinese Listening Comprehension--A Study Based On The Investigation Into The Chinese Listening Comprehension Strategy Use Of Medium-level Korean Students

The present study investigates the effects of language learning strategies (LLSs) of 50 Medium-level Korean Students from Bejing Language and Culture University(BLCU) on their Chinese listening comprehension(CLC) achievement. A questionnaire is employed to study the use of three types of LLSs: metacognitive strategies, cognitive stratigies and social/affective strategies.The findings show that the most frequently uesd learning strategies, in order, are social/affective strategies, metacognitive strategies and cognitive stratigies. Based on the data processed with SPSS 10.0, the correlational analyses show that metacognitive strategies are significantly (the significant level is .007) correlated with the subject's CLC. The findings also discover that more proficient listeners (high-score students) and less proficient listeners (low-score students) have significant differences in the use of LLSs. High-score students employ metacognitive strategies and cognitive stratigies more appropriately and frequently than low-score students.The present thesis consists of five chapters. Chapter One introduces the current situation of listening teaching of Teaching Chinese as Second Language (TCSL), the importance of strategy training and the rational of the present thesis. Chapter Two explains the concepts and some major classification schemes of LLSs, analyses the process of listening comprehension (LC) and reviews major studies on LLSs in LC in and outside China. Chapter Three talks about how we explore the investigation and collect the data. Chapter Four analyses the data processed with SPSS 10.0 and involves the results and discussion. Chapter Five concludes the study, gives implications for listening teaching, pionts out the limitations and presents suggestions for futher studies.