Study On Chinese Listening Strategies Of Senior Students In Thailand Anuban Lopburi School

A large number of studies have shown that the use of listening learning strategies can effectively improve learners' listening performance and listening effects,and Chinese listening learning strategies are no exception.Therefore,it is very necessary to improve the learner's Chinese listening ability and understand the learners' Chinese listening learning strategies.To this end,the author selected four representative class students from the sixth grade of Anuban Lopburi School in Thailand to conduct a survey to comprehensively understand the current situation of senior students' choice and use of Chinese listening strategies,and then explore the strategies affecting students' use of Chinese listening strategies.This paper uses questionnaires,interviews and classroom observations to analyze the current situation of Chinese listening strategies in the senior students of Anuban Lopburi School in Thailand.They start from the three aspects of metacognitive strategy,cognitive strategy and social/affective strategy,having comprehensive study.From the use of metacognitive strategies,most students lack awareness of selective attention strategies and self-monitoring strategies.Some students are not good at using these two sub-strategies even if they are aware of the importance of pre-planning strategies and self-assessment strategies.In addition,from the usage profile of cognitive strategies,context guessing strategies,note-taking strategies,and imitation strategies are the strategies that most students use,but not all students can use them correctly,effectively,and systematically.As for the generalization strategy,the inference strategy and the estimation strategy,most of the students are ignorant,some even do not understand at all,and of course they cannot be used correctly.Finally,it is concluded from the use of social/affective strategies that the senior students of the school use more social strategies and use better results,while the emotional strategies are used relatively less.In addition,it is worth noting that the senior students of the school can use Chinese listening strategies to a certain extent,but they have not been able to use them consciously,effectively and systematically to improve their Chinese listening skills.Based on the above-mentioned usage profiles,based on the results of interviews and classroom observations,this paper explores the factors that influence the use of student strategies.Exploring from the learners,teachers and other three aspects,the main factors affect the use of senior students' strategies.The author finds that the age,personality,Chinese knowledge,teacher's teaching strategies,feedback,seat arrangement and cooperation awareness all have an impact on the use of Chinese listening strategies.Based on the results of questionnaires and interviews,the author puts forward some preliminary suggestions for improving the use of senior students in Anuban Lopburi School in Thailand: first,to cultivate students' awareness of strategic use;second,to guide students to use strategies correctly;third,pay attention to the effect of student strategy use;fourth,enrich students' Chinese knowledge;fifth,weaken students' anxiety;sixth give students positive encouragement.