The Impact Of Strategies-Based Instruction On English Listening Proficiency

This thesis attempts to explore the impact of the strategies-based instruction (SBI) on language proficiency of Chinese non-English majors at university level with a special focus on listening. Consequently, a ten-week experiment was conducted in order to investigate the impact of SBI on the listening proficiency of 95 sophomores majoring in Food Science at Southern Yangtze University. The analysis of the results reveals: 1) the strategies-based instruction has an impact on language proficiency, but the impact is not significant; 2) the strategy training should be embedded into regular classroom teaching to improve students' awareness of strategy use and their ability to employ strategies in different contexts appropriately; 3) the strategy training benefits relatively more the students of low and medium language levels; 4) the analysis of the correlation between the frequency of strategy use and task performance shows that metacognitive strategies are the strongest predictor, followed by indirect strategies and direct strategies ; 5) judging from the feedback of the trainees, the majority think the strategies-based instruction is welcome and beneficial to their listening proficiency.