Research On Listening Learning Strategies Of International Students At The Intermediate Level In Chinese

The teaching of listening plays a very important role in the teaching of Chinese as a foreign language,and the international students and foreigners who learn Chinese in China regard listening as their first skill.In communication,if the ability of“listening” is weak,the abilities of speaking,reading and writing will be limited.However,it is very difficult for the international students to master and improve their listening comprehension skills.Because listening comprehension requires the brain to process complex information in a short period of time,in which case listening is one of the most difficult aspects for the learning of Chinese.In the process of listening comprehension,the choice of listening learning strategies has a direct impact on the listening learning effect of international students,so that the listening ability has received increasing attention from researchers.Based on Oxford’s second language learning strategy theory,this paper,through the literature research,questionnaire survey,data analysis and interview method and taking 50 international students of a university located in Guizhou who are at the intermediate level in Chinese,investigates the overall situation of listening strategies used by the international students at the intermediate level in Chinese,the correlation between listening strategies adopted by the international students at the intermediate level in Chinese and their performance in HSK level 4 listening,and the differences in listening strategies between the high score group and low score group of the international students at the intermediate level in Chinese.For the purpose of the overall situation of listening strategies used by the international students at the intermediate level in Chinese,it was found that the five major listening learning strategies used by the international students at the intermediate level in Chinese were,in descending order,compensatory strategies,affective strategies,cognitive strategies,meta-cognitive strategies,and social strategies.Among them,meta-cognitive strategies,cognitive strategies,and affective strategies were significantly and positively correlated with the listening scores of HSK level 4.The frequency of utilization of the meta-cognitive strategies,cognitive strategies,affective and compensatory strategies by international students in the high score group is higher than the international students in the low score group,and the frequency of utilization of the native language strategies among cognitive strategies by the international students in the low score group is significantly higher than the international students in the high group.Based on this study,four suggestions are made for teachers’ listening instruction:(1)teachers should focus on cultivating the independent learning ability of the international students;(2)teachers should strengthen training for the listening strategies of international students;(3)teachers should establish a diversified evaluation method;and(4)teachers should correctly guide the attribution of results.Three suggestions were made for international students’ listening learning:(1)to overcome the anxiety about listening;(2)to strengthen the awareness of using learning strategies;and(3)to enlarge the vocabulary.