| For the time being, many studies have been made on this topic, among which the number of studies about postgraduates is relatively small. Based on the circumstances above, the thesis tries to explore the following questions:What are English learning strategies adopted by non-English major postgraduates in listening comprehension in Guangxi Normal University? Are there any significant differences between liberal arts and science students in their employ of learning strategies in listening comprehension? Are there any significant differences between high proficiency and low proficiency students in their employ of learning strategies in listening comprehension? What are difficulties and reasons of learning strategies use in the listening teaching?The participants in the study are 150 postgraduates from Guangxi Normal University. Based on the theory of study strategy and O’Malley and Chamot’s classification, the questionnaires were designed, which covers three major categories:meta-cognitive strategy, cognitive strategy and social/affective strategy. At last, the author combines data and the interview to discuss the result.The findings of the research indicate that:1) the non-English major postgraduates exhibit a low frequency in learning strategies use in English listening, and their strategy awareness is relatively weak. Cognitive strategies are most frequently used, the use of the meta-cognitive strategies rank in the second place, while social/affective strategies lie in the third place.2) Liberal arts students use learning strategies in the listening comprehension more frequently than science students, and there are significant differences existed between liberal arts and science students in some sub-strategies. Moreover, liberal arts students use the least social/affective strategies while for science students, meta-cognitive and social/affective strategies are the least frequently used and the least used strategies are planning, advance organization, summarizing, grouping, question for clarification and cooperation.3) The students from high proficiency group use far more strategies than low proficiency group, among which the use of cognitive strategy is at the highest frequency level; high proficiency group students use the least social/affective strategies while low proficiency group students use the least all the learning strategies. Meanwhile, the least used strategies are planning, advance organization, grouping, summarizing, transfer, self-monitoring, cooperation and question for clarification, which are generally not used by the low group students.Based on the findings, this thesis concludes that teachers should try to infiltrate strategies into listening teaching and have meta-cognitive strategy training regularly as well as social/affective strategy. What’s more, teachers should give effective strategy guidance according to learners’individual differences in order to help students grasp correct and efficient methods.1) it is necessary to teach the social/affective strategies to both liberal arts and science students.2) For science students, teachers should have meta-cognitive training program and make them prepare for and self-monitor their own study as well as the summarizing and grouping strategies training.3) It is important for low achievers to have the overall learning strategies training to improve their abilities of strategy use, meantime, teachers can focus on these strategies such as planning, advance organization, summarizing, transfer, cooperation, etc; Lastly, changing the roles of teachers and students and the class activity should be centered on students and encourage students to be independent and cooperative in English study... |
