A Research On The Correlation Between Listening Strategies And Listening Test Results Of The Overseas Study Scholars Sponsored By CSC

As listening plays a vital role in learning English,information acquisition and learning the skill&knowledge of other subject,the research on the learning strategy for listening has drawn the extensive attention of academic circle.Scholars at home and abroad mainly study and analyze listening learning strategy&the training on the strategy and their empirical study concentrates on the investigation with college students and junior&senior high school students as participants.On the basis of the learning strategy theory of O'Malley and Chamot and by referring to the learning strategy theory of Qiufang Wen,this research takes as its research object the trainees in the advanced English training class of the overseas study training department of Xi'an International Studies University?XISU?for the 78^th batch of overseas study scholars sponsored by China Scholarship Council?CSC?to energetically explore the correlation between the listening strategy adopted by trainees and their listening test results of CSC-ET,a standardized test of the Ministry of Education?MOE?.This research comprehensively uses test survey method,questionnaire survey method and interview method and takes the classification standard of Vandergrift's listening learning strategy as the basis to investigate trainees'application of listening strategy from the perspective of meta-cognitive strategy,cognitive strategy and socio-emotional strategy.By referring to the listening test results of CSC-ET,the research finds,firstly,all the trainees participating in the investigation universally use such three English listening strategies as meta-cognitive strategy,cognitive strategy and socio-emotional strategy,though the strategies are,to a greater or lesser degree,used.The using frequency of the three strategies can be ranked as meta-cognitive strategy>cognitive strategy>socio-emotional strategy.Secondly,for the correlation analysis,it is discovered that there indeed exists certain correlation between the listening test outcome of the overseas study scholars sponsored by CSC and their meta-cognitive strategy,cognitive strategy&socio-emotional strategy.Though the correlation is weak,the correlation proves that listening strategy overall affects,to a certain degree,listening test result.Moreover,these strategies fail to obviously predict listening test result.As a matter of fact,cognitive strategy has the biggest correlation with listening test result.Thirdly,it is found,through the examination of an independent sample T,that there is significance difference in the using frequency of meta-cognitive strategy,cognitive strategy and socio-emotional strategy.What's more,the frequency of the team with high score is obviously greater than that of the team with low score.Based on those mentioned above,several suggestions for the English listening teaching in XISU training center are put forward.English listening teacher should help the overseas study scholars sponsored by CSC reinforce their consciousness for meta-cognition,strengthen their training on listening cognitive strategy and guide them in terms of their socio-emotional strategy in order to improve the English listening capability of these sponsored scholars.Meanwhile,the suggestions can also be borrowed by these sponsored scholars for reference to help them better pass CSC-ET listening test.However,due to the time limitation and the limitation from the dynamic situation of trainees,this research is only aimed at the trainees of the advanced English training class in XISU training department for the 78^th batch of overseas study scholars sponsored by CSC.It is hoped that both the quantity and scope of sampling might be extended in future research so as to make samples more representative.