A Study On Listening Cognitive Strategy Instruction Of Chinese Learners From Italy

Listening strategy research started in the1970s.During more than40years, there are a large number of descriptive and interventionist studies on listening strategies carried out by foreign scholars. There also are some researches on listening strategies in the field of teaching Chinese as a second language. But In comparison with overseas interventionist researches on listening strategies, interventionist studies on Chinese listening strategy are a lot less. Chinese listening strategy still is a major and core issue of study and an advanced topic.This study focuses on27Italy students who learn Chinese as a second language.13of them are beginners; the others are intermediate learners. The researcher gave them listening cognitive strategy instructions respectively during a semester, using the instruments like open questionnaire, in-depth interview and textual analysis to collect the related information. Results are as follows:1. Strategy instructions have different effects on different levels students’awareness of strategy use. For the beginners, their awareness of repeating, translating and inferring are signally lower after the instructions. For intermediate learners, the instructions enhance their awareness of paying attention to keywords, predicting and taking notes; but instructions have no effect on the awareness of inferring.2. Strategy instructions have effects on different levels students’use of strategy. For the Beginners, the instructions increase the frequency of strategy use of listening to the main ideas, repeating, inferring and predicting; there is no obvious change of the use of translating, paying attention to keywords and taking notes. For intermediate learners, the instructions increase the frequency of strategy use of listening to the main ideas, taking notes and paying attention to keywords; and decrease the frequency of strategy use of translating.3. We differentiate the immediate effects and long-run effects caused by strategy instructions. Strategy instructions have immediate effects on listening students’listening performance. For the beginners, strategy instructions of listening to the main ideas, predicting, taking notes and inferring can improve students’ listening performance immediately, while instructions of paying attention to keywords has no effect on their performance. For intermediate learners, strategy instructions of listening to the main ideas, paying attention to keywords, predicting and taking notes can improve students’listening performance immediately, while instructions of inferring has no effect on their performance. Strategy instructions have positive effects both on beginners and intermediate level students’ comprehension performance in the long run.