An Investigation And Analysis On College English Listening Comprehension Strategies

Since the 1970s, linguistic researchers have shifted their focus from studying how to teach to how to learn. There is a growing evidence to show that learners play an active role in their learning. In listening, listeners are now generally regarded as active information processors instead of passive receivers. They often make use of various listening comprehension (LC) strategies to help them construct meaning from the aural input for real comprehension. In order to better understand listening learning process, this study aims at investigating the overall LC strategy use of Chinese college non-English majors including the effect of LC strategies on listening achievements and differences between efficient and less efficient listeners, between majors of the Natural Sciences and the Liberal Arts, which ultimately helps find out some conducive implications for college English listening teaching and learning.This study analyzed LC strategy use through a self-designed questionnaire and a listening comprehension test among 162 college students from both quantitative and qualitative perspectives. The results indicate that Chinese college non-English majors employ LC strategies only at a medium frequency level. Cognitive strategies, metacognitive strategies and social/affective strategies are ranked in terms of total frequency. LC strategies totally have less effect on listening achievements. Only metacognitive strategies are weakly correlated with listening achievements. There exists variation in the strategy use between efficient and inefficient listeners, between majors of the Natural Sciences and the Liberal Arts. These findings lead to some implications: college English teachers should promote their students'awareness in using LC strategies, create opportunities for them to practice some positive strategies, enhance metacognitive strategy training in listening and taking majors'characteristics into account in both listening strategy instruction and teaching. All these findings and suggestions may facilitate college English teaching and learning.