| The study investigates the language learning strategies (LLSs) of 69 Medium-level Japanese students from East China Normal University, Fudan University, Shanghai Jiaotong University, and Donghua University on their Chinese listening comprehension (CLC) achievement. The aim is to describe the use of metacognitive strategies, cognitive strategies, and social/affective strategies, as well as their relationship with scores. In addition, the research on the motivations and difficulties of Chinese study has been carried out. Based on the results of the study above, some recommendations have also been given on listening classes.The results shows that the most frequently used learning strategies, in order, are cognitive strategies, social/affective strategies, and metacognitive strategies. Metacognitive strategies and cognitive strategies are significant correlated with scores. The results also discover that high-score students and less-score students have significant differences in the use of metacognitive strategies and cognitive strategies. There are no obvious differences between high-score students and low-score students on the motivations of Chinese study. The main difficulties of listening Chinese study, in order, are misunderstanding words, can't remember contents, speaking too fast, and so on.The study consists of five chapters. Chapter One introduces the reasons, aims and significances of the study. Chapter Two explains the concepts and the classification schemes of LLSs, introduces some major researches on Second Language listening strategies. Chapter Three talks about the design and the conduct of this study. Chapter Four analyses the data, and Chapter Five discusses the results. Chapter Six concludes the study, and gives some implications for listening teaching, points out the limitations, and expect the further studies. |
