The Impact of Strategies-Based Instruction on Listening Comprehension

Autor/inn/en	Li, Yucheng; Liu, Yan
Titel	The Impact of Strategies-Based Instruction on Listening Comprehension
Quelle	In: English Language Teaching, 1 (2008) 2, S.128-134 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Listening Comprehension; Learning Strategies; Majors (Students); Asians; Scores; College Students; Language Tests; Teaching Methods; Skill Development; Foreign Countries; Questionnaires; Pretests Posttests; China; Strategy Inventory for Language Learning; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Fragebogen
Abstract	This paper aims at providing some information concerning the impact of strategies-based instruction on listening comprehension. First the author briefly reviews some literature relating to this issue, and then focuses on a study conducted in English major at Jiangsu University of Science & Technology. This study is set out to examine the contribution that formal strategies-based instruction might offer learners to their improving listening proficiency. 44 senior students in English major, varying in performance in English learning (with the consideration of students' scores in TEM-4), are sampled. The Microsoft Excel is undertaken to analyze sample materials and data. Despite the limitation of the study, the final results indicate that strategies-based instruction plays a positive role in determining students' improvement in listening comprehension. The pedagogical implication of the study is that: if the instructors systematically introduce and reinforce strategies that can help students to improve listening competence and that are specially designed for any given test, their students may well improve the performance on language tasks. The study also seems to endorse the notion of integrating strategy training into the classroom instructional plan and embedding strategies into daily language tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01