A Study Of The Correlation Between English Listening Strategy And Listening Academic Achievements

American scholar Rubin,is regarded as the founder of the study of learning strategy because she published a paper “Good Scholar” in 1975 in TESOL Quarterley.Since then,more and more researchers have begun to conduct research in the field of learning strategy.As a basic input skill,listening plays an extremely important role in students' English learning.The listening comprehension process is a dynamic psychological process,which listeners use the acquired knowledge and various methods to complete the listening process.As the medium for transferring knowledge into listening comprehension,listening strategy includes three strategies: meta-cognitive strategy,cognitive strategy and social/emotional strategy.They occupy a vital position in the listening study of non-English majors.In recent years,continues reform has been taking in English teaching,and the requirements for students' listening ability are higher than before.English listening has always been the focus and difficulty for college students.Many linguists try to find effective learning strategy to help them solve problems encountered in English listening.This thesis endeavors to explore the relationship between listening strategy and listening academic achievements through empirical research and tries to provide a reference for how to effectively improve the learners' listening proficiency.In this paper,the author adopts questionnaire,listening test and interview to investigate the correlation between the English listening strategy and listening academic achievements of non-English major freshmen at Zhuhai College of Jilin University and whether there is a difference in the use of English listening strategy between the efficient and the inefficient listeners.The study results show that students adopted three major strategies.They often use meta-cognitive strategy,sometimes use cognitive strategy and social/emotional strategy;the listening academic achievements are related to meta-cognitive strategy and cognitive strategy,while social/emotional strategy is not significantly related to listening academic achievements;the efficient and the inefficient listeners use meta-cognitive strategy,but there are distinct differences in some sub-strategies.And there are also obvious differences in the inferencing in cognitive strategy and dealing with anxiety in social/emotional strategy.This thesis presents some implications to the listening teaching: combing the listening class with the training of listening strategy and cultivating the students' ability to use learning strategy,especially the meta-cognitive strategy;strengthening the training of cognitive strategy to improve students' listening comprehension;paying attention to social/emotional strategy training to help students reduce their listening anxiety.