A Study On Listening Strategies With Special Focus On Non-English Short-term Intensive Adult Learners

With the development of our society and nation, an increasing number of scholars are applying for the opportunities to go abroad in order to obtain cutting-edge knowledge and perform in-depth research. Because advanced research and high-tech applications are being performed predominantly in English-speaking countries, this demands that Chinese scholars also acquire English skill, especially in listening comprehension, which is foundational for all communication. The present thesis presents an experimental study of the listening strategies employed by Chinese adult learners in intensive English training. Based on Anderson's theory about the listening comprehension process and O'Malley & Chamot's categories concerning language-learning strategy, the relationship between listening strategies and listening achievement within this particular group of adult learners is the primary focus of the thesis. Additionally, the differences between older and younger adult learner are investigated and some teaching suggestions are proposed.The participants in the study were 102 adults studying English at the Training Center of Northeast Normal University. Two questionnaires, a pre-examination, two post-examinations and SPSS statistic software were employed, and the following discoveries were made: (1) it is positive to apply training strategies to short-term, intensive, adult learners; (2) linguistic and memory factors are the two biggest obstacles faced by adult learners; (3) most adult learners realize the importance of training strategies, however, the importance of a learning strategy in their mind is greatly influenced by the number of the strategies which are already used in their study process; (4) there are some differences between older and younger learners in their application of strategies; for instance, metacognitive and social/affective strategies are adopted more by the older learners, and younger learners are affected more by cognitive strategies.The results of this study may help short-term intensive adult learners to learn more effectively. It is also helpful for training teachers to be able to adopt proper instruction strategies for different groups of adult learners.Needless to say, there are limitations pertaining to the current study. For example, the number of the participants is not big enough and the data collection is limited. However, it is assumed that the study may provide a truthful description of listening strategies used by short-term intensive adult learners and offer helpful suggestions to both the learners and training teachers.