A Study On The Learning Strategies Of Chinese Listening Comprehension For Indian Medical Students

The paper investigates the actual use of language learning strategies for55primary-level MBBS Indian students of grade2011in Kunming Medical University,mainly with methods of questionnaire, interview and investigation tool of SPSS18.0.The paper describes the use of meta-cognitive strategies, cognitive strategies andsocial/affective strategies, as well as their relationship with scores. Based on theresults of the study above, some recommendations have also been given in listeningclass.The paper consists of five chapters. Chapter one introduces the researchingsignificance, methods, aims, and the accessible theories, based on the presentresearches at home and abroad and the importance of the learning strategies inlistening comprehension. Chapter two carries out investigation and tabulates statisticsdata. Chapter three analyzes the data. Chapter four discusses the result and givessome recommendations. Chapter five concludes the study, points out the limitations,and expects the further studies.The findings shows that the most frequently used learning strategies, orderly, arecognitive strategies, social/affective strategies and meta-cognitive strategies. Thelearners most frequently use predication strategies, and while rarely use goal and planstrategies. All the strategies are correlated with the learning comprehension,especially meta-cognitive strategies. The study finds that male and female learnershave some different habits in using learning strategies. Female learners use morestrategies than male learners, but predication strategies, association strategies andnative language strategies are exceptions. Male learners use more predicationstrategies and less repetition strategies, while female learners use more note-takingstrategies and less goal and plan strategies. The study finds that high-score andlow-score learners also have some differences in using learning strategies, especiallymeta-cognitive strategies and cognitive strategies. Compared with the low-scorelearners, the high-score learners use more focused attention strategies, note-takingstrategies, speculation strategies and questioning strategies, while less native language strategies.According to the result, the paper suggests as follows: the teacher should helplearners set up meta-cognitive realization through setting a definite goal and plan andtraining focused attention consciously to learn listening. Teacher and learners canevaluate the training of meta-cognitive strategies with the self-evaluation sheet.Teacher can develop the learners’ ability to use the specific cognitive strategies, likespeculation strategies and new words strategies, to improve listening ability. Teacheralso helps learners set up cultural realization, encourages learners to try to make gooduse of social/affective strategies through communication and cooperation.