Investigation And Research On Listening Strategies Of Foreign Students In Middle And Junior Level

With economic development rapidly and increment of international status quickly, Chinese has become the second largest foreign language second only to English in many countries. In China, foreign students studying Chinese are increasing, and this prompts the development of Chinese teaching as the second language. With the deepening of the study in recent years, many researchers have been changing the study focus from how to teach to how to learn. As one of important individual different factors of foreign students, language learning strategies have a great impact on students’ learning activities, and they get more and more concern by researchers.One basic task of teaching Chinese as a foreign language is to raise the foreigners’ capability on effective communication, at the meanwhile fast and accurate understanding of heard information becomes the premise of effective communication. The learning theory and practice of the second language demonstrates that numerous understandable inputs are the basic of language understanding and learning. Leaning is prior to talking, and hearing level does much to effect of language learning which plays a crucial role on improvement on language learning. Language learning strategies of foreign students in China haven’t been given sufficient attention for a long time, and researches about these haven’t been expanded. Domestic learning teaching and hearing training strategies focus on English field, and research subjects are mainly Chinese students who learn English as the second language. At the meanwhile, special studies on foreign students of different nationalities in middle and senior level, and on their hearing learning strategies and relative individual different factors, are almost blank, which highlights the necessity of such studies.This article includes the following sections:Chapter one are the preface, which introduces the significance of this article, relative theory on learning strategies of the second language and summarization of studies. Chapter two are investigation and analysis on hearing learning strategies and other individual factors of foreign students in middle and senior level, including basic analysis on hearing learning of students and correlation analysis between gender, age, learning time on Chinese, mother language, Chinese level and concept on Chinese learning and hearing learning strategies. Chapter three includes the discussions of survey results of hearing learning strategies and individual factors of foreign students in middle and senior level, and summarizes result of the survey and investigates the reason of the result. Chapter four is the conclusion section, which summarizes result of this study, makes some suggestions on teaching Chinese as a foreign language aiming to the survey result, and points out the shortage of this article and the advice on further study. The second and third chapters are the key parts in this article.This article expands the following aspects on the basis of previous studies:firstly, I conducted a correlation analysis on hearing learning strategies and other individual difference of foreign students in middle and senior level, and had a positive try on microscopic studying level. Secondly, I discussed the relationship between hearing learning concept and learning strategies, which makes up the shortage of current study to a certain extent.Through the research we found that,1, the frequency of hearing learning strategies used by foreign students in middle and senior level includes society strategy, compensation strategy, affective strategy, met cognitive strategy and cognitive strategy in the order from high to low frequency. There are very significant correlation between the strategies except affective strategy and compensation strategy. There are none significant difference between gender, age, Chinese learning time and hearing learning strategies while mother language and Chinese level give significant impact on part of usage of hearing learning strategies.2, foreign students in middle and senior level use function training strategy most, form training strategy least and mother language strategy in the middle. Form training is significant positive correlated with function training. Mother concept is negative correlated with form training concept, and positive with function training concept. There is a negative relation between any pair of hearing learning concept and strategies. There are significant relation between function training concept and strategy, mother language concept and strategy. In three pair of concept and strategies, mother language concept affects strategy most, function training concept second, and form training concept the least.Finally, according to the research conclusion of this article, we rise up some advice on hearing teaching of teaching Chinese as a foreign language, and hope to be able to help teachers and researchers engaged in relevant work.