Research On Language Learning Strategy Of Chinese Listening Comprehension For Primary-level Thai Students

The paper investigates the actual use of language learning strategies of80primary-level Thai students learning Chinese in Art College of Southwest University, mainly with methods of questionnaire, interview and the investigation tool of SPSS12.0. The paper analyzes the relationships between the listening learning strategies and the listening score, the using differences between male learners and female learners, and the relationship between the learning motivation and the use of listening strategies from the aspects of Cognitive Psychology and the theory of Second Language Acquisition.The thesis consists of five chapters. Chapter one introduces the researching objects, reasons, aims and the accessible theories, based on the present researches at home and abroad and the importance of the learning strategies in listening comprehension. Chapter two presents the present researches on learning strategies, especially on the listening comprehension, then explains the whole process of learning comprehension. Chapter three talks about the survey program and the implementation plan. Chapter four analyzes and discusses the results acquired from the SPSS12.0. Chapter five concludes the study, giving some teaching suggestions based on the results, and points out the limitations and expects to the further studies.The findings shows that the most frequently used learning strategies, orderly, are cognitive strategies, social/affective strategies and meta-cognitive strategies.All the strategies are correlated with the learning comprehension, especially the meta-cognitive strategies. The research finds that male and female learners have some different habits in using learning strategies. Female learners use more note-taking strategies and less questioning strategies, comparing with the male learners. Both male and female learners most frequently use the predication strategies, while rarely use the goal and plan strategies, the monitoring and evaluation strategies, and the reorganization strategies. Compared with the low-score learners, the high-score learners uses more goal and plan strategies, and monitoring and evaluation strategies, while less native language strategies.According to the result, the paper suggests as follows:the teacher should train students to use the meta-cognitive strategies through the preparation process, the monitoring process and the evaluation process. Teachers and students can evaluate the training of meta-cognitive strategies with the self-evaluation sheet. Teachers can develop the students’ability to use the specific cognitive strategies that can help learns adjust the listening process, deepen the memory and integrate the materials, like the note-taking strategy, the predicting strategy, so as to improve the learners’ listening ability. Teachers and students should try to make use of the social/affective strategies to help the listening study through communication and self-examination.