A Study On Cognitive Strategies Of Chinese Listening Comprehension

In recent years, teaching Chinese as a second language has made great progress.Listening teaching as an important skill has got more and more attention. How to improveChinese learners’ listening comprehension is a very important question. This thesis focuses onthe effects of using and training cognitive strategies and micro skills on Chinese listeningcomprehension. Our investigation objects are56medium-level learners from School ofChinese as A Second Language in Sun Yat-sen University. They come from17countries.Based on their questionnaires, we analyze the relationship between the use of cognitivestrategies, micro skills and their achievements.The present thesis consists of five chapters. Chapter One introduces the purpose, reasonand design of this study. Chapter two defines the related concepts, reviews major studies onlistening learning strategies in China and abroad. Chapter three analyses the data processedwith SPSS18.0, and also describes, analyzes and discusses the results of the questionnaire.Chapter four introduces and analyses the changes in the using of cognitive strategies, microskills and achievements between experimental group and control group. Chapter fiveconcludes the study, gives implications for listing teaching, and points out the limitations and presents suggestions for further studies.The finding shows that the most frequently-used micro skills, in order, are summarizingskill, retrieval of listening skill, quick response skill, taking notes while listening skill,connecting and forecasting skill, jumping obstacles to catch key words skill, discriminatingand analyzing skill, memorizing skill, imitating skill. Based on data processed with SPSS18.0,the correlational analysis shows that the factors of gender, age, country have no significanteffect on the use of cognitive strategies and micro skills. Learning time and learningmotivation show a very near significant level. The finding also discovers that more proficientlisteners and less proficient listeners，experimental group and control group have significantdifferences in the use of cognitive strategies and micro skills.