| Listening is one of the basic language skills, which has great influence on thedaily communication and plays an important role in facilitating the secondlanguage learning. Meanwhile, listening tests account certain proportion for theEnglish tests in college. However, the reality is that college students performbadly in listening tests, which restricts the development of learners’ languageability. Nowadays more and more college teachers have put great emphasis on thestudy of LC strategies because it has already been proved that the use of LCstrategies contribute to the achievements of listening.Based on the previous researches, the author found it is necessary to find outthe overall situation of LC strategies used by non-English majors and then findout some useful LC strategies. In this research,120second-year non-Englishmajors from both literal and science majors in Xi’an Polytechnique University areinvestigated. Besides, such quantitative research methods as questionnaire andlistening test are employed in order to find out the overall situation of LCstrategies use. Then the author analyzes the data obtained by means of t-test andcorrelation analysis. Specifically speaking, the author wants to explore thepossible relationship between LC strategies use and listening achievements andmake clear the distinctions between high-proficient and low-proficient listeners,between female and male listeners.The results are presented as follows:1) The current situation of the use of LC strategies for non-English major collegestudents is in a medium level. Comparatively speaking, among the three mainLC strategies, cognitive strategies comes first, then followed by metacognitivestrategies, and social/affective strategies is the last.2) Metacognitive strategies and cognitive strategies positively correlated to the listening achievements. However, there exists some negative correlationbetween social/affective strategies and listening achievements.3) High-proficient listeners use LC strategies more frequently thanlow-proficient ones. There exist significant differences betweenhigh-proficient and low-proficient listeners regarding to the use ofmetacognitive, cognitive and social/affective strategies.4) There are nearly no differences concerning the application of metacognitivestrategies used by female and male listeners. However, there are greatvariations in the use of cognitive and social/affective strategies.In a word, it is expected that the results of this research can shed some lightson the future listening teaching and learning both for college teachers andnon-English major students. |
