An Interventionist Study Of Listening Comprehension Strategies Of Foreign Students With Intermediate Chinese Level

Researches on Second language listening comprehension strategies have attracted researcher's attention since 1980's,achievements of overseas researches are very rich.Although there are still some achievements of domestic researches,most of them focus on English,and only few researches exist in the field of Teaching Chinese as a Second Language,among which there are even fewer interventionist studies.This article is an interventionist study of listening comprehension strategies.On the one hand,there are just a small number of interventionist studies of listening comprehension strategies in the field of Teaching Chinese as a Second Language,thus,this study will enrich its content.On the other hand,through the teaching experiments and practice,this article is also trying to make an organic combination of listening strategy instruction and listening class,to explore a new method and mode of listening teaching and to give useful suggestions of listening teaching.This article takes 34 European and American students with intermediate Chinese level as subject,and 16 students of them are experimental group who will be given strategy instruction and the rest of 18 students are control group who will not receive strategy instruction.The experimental group is divided into high score group and low score group.This article uses the method of questionnaire and interview to investigate experimental group's original listening comprehension strategies,and determines the instruction contents on the basis of this investigation.This article is aimed at investigating and analyzing the impacts strategy instruction has on student's consciousness of strategy use and test scores,comparing the differences of the impacts strategy instruction has on high score group and low score group's consciousness of strategy use and test scores,in order to detect the effect of strategy instruction.This article includes the following parts:The first chapter is an introduction.In the first place,it explains what descriptive studies and interventionist studies of learning strategies are,briefly introduces the current research status of overseas and domestic studies of second language listening comprehension strategies,and presents the reason and significance of this study.In the second place,it reviews major overseas and domestic studies of second language listening comprehension strategies.From the review,it is not hard to see that there are plenty of overseas interventionist studies on listening comprehension strategies,while there are just few interventionist studies on listening comprehension strategies in the field of Teaching Chinese as a Second Language.Then it elaborates the design of this study,including its questions,methods,subjects,tools and process.The second chapter determines the instruction contents on the basis of investigation and analysis of experimental group's original listening comprehension strategies.The survey finds that the experimental group use meta-cognitive strategies most frequently,followed by cognitive strategies and social/affective strategies,and high score group and low score group have no significant differences of strategy use.By investigating and analyzing strategies the experimental group have used and factors that cause their difficulties of listening,this chapter determines to give instruction of five cognitive strategies to them,including Prediction,Imagery,Key word,Note-taking and Deduction.The third chapter is about giving strategy instruction.It designs the specific mode of strategy instruction referring to past researches and makes examples to show how to give strategy instruction.After each strategy instruction has completed,the instant impacts of strategy instruction are inspected.The findings show that strategy instruction has impacts on experimental group students' immediate test scores and it can improve their immediate test scores.However,strategy instruction has different degree of impacts on high score group and low score group's immediate test scores,and it has more obvious impacts on low score group's immediate test scores.In addition,this chapter also designs the cognitive strategy teaching mode and puts it into practice.The fourth chapter investigates,compares and analyzes the changes of experimental group 's test scores and consciousness of strategy use after strategy instruction,and it also compares high score group and low score group's changes of test scores and consciousness of strategy use.This chapter compares the posttest scores of experimental group and control group,finding that the experimental group's test scores are obviously improved,which has significant differences with control group's posttest scores.Comparing with the pretest scores,both high score group and low score group's posttest scores are obviously improved,and pretest scores and posttest scores of low score group have more obvious differences.This chapter also compares the changes of experimental group 's use consciousness of cognitive strategies after strategy instruction,finding that the experimental group's use consciousness of cognitive strategies has been improved,but high score group and low score group's use consciousness of each cognitive strategy has different changes.The fifth chapter summarizes the findings of this article,gives teaching suggestions,points out the limitations and presents the prospect for further studies.This article finds that strategy instruction is effective,because strategy instruction can help to raise student's consciousness of strategy use and test scores.After strategy instruction,the experimental group's use consciousness of cognitive strategy is overall improved,and the experimental group's immediate test scores and posttest scores are all improved.Strategy instruction has different impacts on high score group and low score group's consciousness of strategy use and test scores,and low score group gain more than high score group after strategy instruction.Thus,learning strategy instruction should be given in listening class to improve student's use consciousness and capability of listening comprehension strategy.Teachers should help students to choose the most appropriate learning strategies to improve their listening.