A Comparative Study On Listening Strategies Of Thailand College Students In Two Language Environments

With the continuous improvement of China's international status and the rapid growth of the economy,the cultural and economic exchanges between China and all over the world are increasingly frequent,and Chinese language has gradually begun to spread throughout the world.Driven by this trend,research on foreign students' learning strategies is also increasing.Listening,speaking,reading and writing are four basic skills of language learning.Among them,listening and reading belong to the skills of input,speaking and writing belong to the output skills.Input determines output.Listening plays an important role in language communication,learning and daily activities.This thesis mainly studies whether there are differences in listening strategies under different learning environment,conditions and characteristics.If there are,what are the differences?This paper take the students in grade one or two with the same Chinese foundation as objects,after they have studied in different language environments for two years,whether there are differences in listening strategies,in order to make further studies on whether there is a difference in the different language environment and related factors in listening strategies.In the following section,the Thai foreign students in China are referred to as the " study in China group" and the Thai native Chinese learners are referred to as the "native group",while the two groups of learners are also referred to as the "Chinese learners in two language environments".The thesis is divided into the following parts:the introduction in the first chapter introduces the origin and significance of this thesis,the theory of strategy and the literature review.The second chapter is mainly about the survey purpose and the individual information analysis of the third or fourth grade of the undergraduate Chinese Department of Silpakorm University in Thailand(including the sex,age,grade,have been to study in China or not etc.)The third chapter is about the overall use of the listening strategies for Chinese learners in the two language environments,the listening strategies for Chinese learners in China or the future,and the similarities and differences between the Chinese learners and the listening strategies in the two language environments.Check the results and discuss the causes of the results and carry out a comparative analysis;it is the summary of this study,the results of the study of Chinese listening teaching and learning suggestions;conclusion is in the fifth chapter,points out the lack of research and further research proposals.Through questionnaires and interview,124 learners of third and fourth grade of the Chinese Department of Silpakorn university in Thailand were analyzed and compared by SPSS Statistics 19 statistical software:(1)the highest use of Chinese listening strategies among the group that study in China is social/emotional strategy,and the Native group is cognitive strategy.In the two language environments,Chinese learners use social/emotional strategies,which have significant differences.While there are no significant differences in the use of cognitive strategies and metacognitive strategies,the least used strategies are metacognitive strategies.In terms of using strategy,the group that study in China used all kinds of strategies more than the Native group.(2)in the two language environments,the factors related to the Chinese learners of Thailand and the listening strategies,including the difficulties encountered in the listening class,the learning motivation,the autonomous practice of listening and practicing under the class,and the learning requirements for the listening class,the selection frequency of the group that study in China in all aspects is higher than the Native group.Most of the relevant factors came from both the group that study in China and the Native group.Finally,according to the conclusion of the thesis,some suggestions on the teaching of Chinese learners,teachers' listening teaching and school learning equipment are put forward.I hope that it will be helpful to the future Chinese listening researchers.