A Study Of The Relationship Between Listening Motivation And Listening Strategy

This thesis reports on a survey study of the correlation between listening learning motivation and listening strategies. The aim of the study is to provide theoretical and statistical evidence for listening strategies training and activation of listening motivation, and to provide some tentative suggestions for listening learning and teaching.The participants in this study were 127 non-English major sophomores from different departments in Dalian University of Technology. The questionnaire, with 46 items, was administered to collect information on the listening strategy use and listening motivation of the participants. Descriptive statistics, person correlation, and multiple regression analysis in SPSS 13.0 were used to analyze the data. The findings are as follows:(1) In three types of motivation, score motivation gets the highest mean, followed by practical motivation; interest motivation is the lowest one.(2) Among the listening strategies, affective strategies are used the most frequently, followed by cognitive strategies and metacognitive strategies; social strategies are least frequently used.(3) In the relationship between listening motivation and listening strategies, interest motivation is significantly correlated with metacognitive and affective strategies; there are significantly positive correlations between practical motivation and all kinds of listening strategies; score motivation is significantly negatively correlated with metacognitive and affective strategies.(4) In the relationship between types of motivation and metacognitive strategies, interest and practical motivation is positively correlated with almost all subscales of metacognitive strategies while score motivation is negatively correlated with almost all subscales of metacognitive strategies; In the relationship between types of motivation and cognitive strategies, interest motivation is significantly positively correlated with note-taking strategy; practical motivation is significantly positively correlated with elaboration, note-taking, and key-word strategies; score motivation is significantly positively correlated with inferring and mother-tongue strategies. Practical motivation is significantly positively correlated with all subscales of social strategies while interest and score motivation has no significant correlation with subscales of social strategies.