【摘要】 本文报告了对外语专业学习者听力策略运用的研究结果。该研究通过一份根据O’Malley and Chamot(1990)策略分类框架和Bacon(1992)的研究结果而设计的调查问卷,调查了266名南通师范学院英语专业一至四年级学生运用听力策略的情况,并对其中16名学生进行了采访,试图发现他们因年级的不同而在听力策略运用中的变化,及这些变化的趋势和规律。研究发现:元认知策略的运用频率随年级先微升后降再升,升高和下降均没有统计意义,认知策略的运用随年级的升高逐步下降,情感策略的变化与之较为相似。两类认知策略的使用呈线性变化,其中,自上而下策略的使用随年级而逐步上升,各年级间没有明显差异,而自下而上方法的变化则呈下降趋势。更多还原

【Abstract】 The study reported in the paper examines the use of listening strategies by 266 English majors across four college years from Nantong Teachers College with a self-designed questionnaire and interviews. It aims at describing the extent to which these learners used listening strategies and how the use of listening strategies varied with the four proficiency levels for comprehension tasks. The study reveals no significant variations in their use of metacognitive, cognitive and affective strategies, except the affective strategy use between the 3rd-and 4th-graders. With the two cognitive processes, the learners varied significantly in bottom-up processing, showing a linear decline with the progression of their language level, but did not demonstrate any significant variation in top-down processing. In terms of these major findings, some suggestions are made for the teaching of listening.更多还原