英语论文网

the research on students’ listening strategies in primary French course class ata university. DeFillios divided the students into skillful listeners and unskillful listeners according to theirFrench tests score. After series of investigations and analysis, DeFillips found that the two groups used thesimilar listening strategies but the frequency of applying listening strategies were different. Obviously theyused the different and specific strategies in French listening tests. The result of the research was that thelistening strategies which skillful students mainly used were key words strategies, context derivationstrategies and grammar strategies while the unskillful students frequently used were key words strategies,context derivation strategies and translation strategies.However, with the development of listening strategy researches, Murphy (1985) made a research onmiddle level adult English as second language learning in listening parts. Murphy found that listeners ofgood level used more and different strategies frequently. On the contrary, listeners of low level only utiizedless listening strategies. He also drew a conclusion that more proficient listeners preferred to focus onpersonalizing, inferring, drawing conclusion, and anticipating more than students whose listening abilitieswere low during listening test. To sum up, more proficient students prefer to use various strategies and theless proficient listeners like to use discourse strategies.
.......

2.2 Researches on autonomous learning
Henri Holec (1981) is the first person who put forward the concept of autonomy to foreign languageteaching, and he defined the self-learning ability means acquiring learning goals, contents, materials andmethods, making sure learning time, location and process, and assessing the learning from the perspectiveof learners. There are a great number of researches about promoting learners’ autonomy.The syllabus and curriculum setting could be the compass of practical teaching, so it is important topromote learners’ autonomy by syllabus and curriculum.Peng Jinding (2002) introduced a dynamic syllabus in the research. The features are (1) emphasizingthe teachers’ leading role and students’ main role; (2) carrying out the flexible teaching schedule; (3)choosing variety of textbooks; (4) conducting interactive teaching, he also put forward many otheractivities to promote learners’ autonomy.Thomson, Masumi-so and Osho (2001) considered the syllabus should be specific and useful, creatinga more effective learning environment and promoting learners’ autonomy. They also confined thecurriculum aim is to improve the language ability, social cultural ability and autonomy learning skills.
.........

Chapter Three Theoretical Foundation ........ 12
3.1 O’Malley and Chamot’s Strategy Theory......... 12
3.2 Oxford’s Communicative Strategies.... 13
3.3 Anderson’s Theory of Listening Comprehension Process .......... 14
Chapter Four Methodology ..... 18
4.1 Research Questions.......... 184.2 Participants .......... 18
4.3 Instruments .......... 184.4 Procedures of Experiment......... 20
4.5 Data Collection and Analysis..... 39
Chapter Five Results and Discussion........ 41
5.2. Listening Test of Experimental Group inPost-test........ 43
5.3 Experimental Group and ControlledGroup in Post-tests ......... 49
5.4 Correlation Analysis of 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。