A Study On Differences In The Use Of Listening Strategies Between Effective And Ineffective Listeners In A Chinese University

While language learning strategy research into foreign language learners has gradually become mature, listening comprehension strategy research has been given an increasing concern by many researchers. There is a rich body of studies and investigations pertaining to foreign language learners'use of listening comprehension strategies. However, for the lack of comparability and limitations, a large number of empirical research and investigations are needed to collect and provide more valid data and findings. This study focuses on discovering the differences in the use of listening strategies between effective and ineffective English learners in a Chinese university in hopes of reaching some useful findings and providing useful data to other studies or future research in this area.This study employed quantitative and qualitative research methods: questionnaire and classroom observation. The 40 final subjects, who were selected from130 students, came from Jiangxi Normal University. In my survey, they were asked to take a listening model test adopted from TEM-4 in 2000, and then fill in a SILL questionnaire. With the help of statistical analytic tool SPSS 10.0, the Independent Sample T test was employed to analyze the collected data. Classroom observation here was aimed to provide future explanations and support for the quantitative findings.This paper reports on a study of differences in use of the three strategy categories (cognitive, meta-cognitive and socio-affective categories) between effective and ineffective listeners, and differences in use of specific types of the three categories between the two level groups. The results in the study indicate the following findings. First, the effective listeners use the meta-cognitive strategies in a greater number than that of the ineffective listeners. And the former also use the cognitive strategies more frequently than the later. But both of the two levels have no strong preference in the use of socio-affective strategies. Second, effective listeners are conceivably more active, frequently than ineffective listeners to solve problems by employing specific meta-cognitive strategies, planning, monitoring and evaluation. Third, from this study, it is convinced that both effective and ineffective listeners have the tendency to apply cognitive strategies frequently. The two level groups do not have any significant difference in use of repetition, grouping, note taking, and substitution. But differences exist in use of inferencing, elaboration, summarization, translation, and deduction/induction. Fourth, as for the specific socio-affective strategies, neither of the two level groups have too much aptness to use them except lowering anxiety. Effective and ineffective listeners both tend to lower their anxiety when they listen to an aural material. But it seems that ineffective listeners use it more often than effective listeners.Pedagogical implications are given in this study. A strategy-based approach is recommended in order to help students recognize the value of increasing their repertoires of strategies and become more autonomous in their choice of strategies. Following that, the listening teaching methods of six specific strategies are suggested: instruct students to use the planning strategy for listening, instruct students to use the monitoring strategy, instruct students to use the evaluation strategy, teach students how to take note, teach students how to make inferencing, and help students reduce anxiety.Limitations and Directions for the Future Research are placed in the end of the study.