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听力类论文范文文献,与LiteratureReviewofListeningStrategyResearchinChina相关论文参考文献格式

本论文是一篇听力类论文参考文献格式,关于LiteratureReviewofListeningStrategyResearchinChina相关毕业论文格式模板范文。免费优秀的关于听力及文献及编号方面论文范文资料,适合听力论文写作的大学硕士及本科毕业论文开题报告范文和学术职称论文参考文献下载。

中图分类号：H319文献标识码：A文章编号：1672-1578（2013)06-0006-03

1Introduction

EnglishlearningandteachinginChinaisinatransitionfromreading-andwriting-centeredphasetoonethatgivesbalancedattentiontoallthefourmajoraspectsoflanguagelearninglistening,speaking,readingandwriting.OneindicatorofthistransitionisthepercentagegiventolisteningpartofCollegeEnglishTestBand4/6(CET4/6)gotarisefrom20%to35%inthenewCET4/6,andaspeakingtestisbeingpromotednationwide.ThedeepreasonforthistransitionisthatprogressineconomyandtransportationtechnologyinChinaincreasetheopportunityforface-to-facemunication.Moreover,“[d]evelopmentsinbroadcastandmultimediatechnologyhavegeneratedareadilyavailableandvastsupplyofvideotextsforuseinsecondandforeignlanguagelearningcontexts”(Cross,2009,p.151).Allthesereasonsentailthetransitionfromtraditional

关于LiteratureReviewofListeningStrategyResearchinChina的毕业论文格式模板范文

听力类论文范文文献text-centeredlanguagelearningandteachingtoawell-balancedonethatattachesmoreimportancetolisteningandspeaking.Listening,aswellasspeaking,hasalwaysbeenaweaknessinEnglishlanguagelearningandteachinginChina.Inthistransitionalsituation,howtoimprovestudents’listeningprehensionbeesanurgenttaskthatchallengesbothstudentsandteachers,hencearousinggrowinginterestfromscholars.

ThepurposeofthisarticleistoconductaliteraturereviewofChinesestudentslisteningstrategiesinthepastfiveyears.Morespecifically,wehopethisliteraturereviewwillhelpustohaveadeeperinsightintolisteningstrategiesusedbyEnglishlearners,tohavethebigpictureofthepresentresearchonlisteningstrategiesincludingstrengthsandweakness,toidentifypossiblegapsforourfuturestudiesandtofacilitateourlisteningteaching.

2Selectionofsources

Weusedthebiggestonlinejournaldatabase“ChinaAcademicJournalNetworkPublishingDatabase”onChinaNationalKnowledgeInfrastructure.Wesearchedforthearticletitlesthatinclude“听力”and“策略”publishedfrom2005to2010andnarroweddownthescopebychoosing“corejournals”in“sourcecategories.”Thereare70entriesfound.Bygoingthroughtheabstractofeacharticle,wefurtherreducedthenumberto16“good”entriesintermsofrelevance,representativenessandprehensiveness.

3Theresearchscope

MostoftheresearchonlisteningstrategiesinChina(Deng&Zhang,2008,Huang,2005,Shi&Zhang,2010,Sun&Li,2008,Wu&Chen,2006,Xiang&Yao,2007,C.M.Yang,2007)followthetaxonomyoflisteningstrategiesputforwardbyO’Malley&Chamot(1990)whodividedlisteningstrategiesintothreebroadcategories:metacognitivestrategies,cognitivestrategiesandsocio-affectivestrategies.Ofthearticleswereviewed,onlyHe&Bao(2006)andWu&Chen(2006)incorporatedsomeofOxford’sclassificationsintoO’Malley,J.M&Chamot,A.U’sclassification.WecanseethatO’Malley&Chamot’staxonomygainedmorepopularityinChina,whichalsomeansOxford’sclassifications,anotherwidelyusedclassificationininternationalstudies,havenotbeengivendueattention.Themajorityoftheresearchselectedfocuseitheronacertainlisteningstrategyorawiderangeoflisteningstrategies.Forexample,Xiang&Yao(2007)andShe(2010)studiedthestrategyofnote-taking,X.Y.Yang(2008)focusedonpredictionandinferencing,Ni(2008)focusedonmetacognitivestrategies,J.M.Lireportedonperceptualstrategies(2007),andP.Li(2008)surveyedonanxietyreducingstrategiesinlistening.Ontheotherhand,He&Bao(2006),Wu&Chen(2006),C.M.Yang(2007),Shi&Zhang(2010)andZhao&Wang(2010)investigatedawiderrangeoflisteningstrategies.

Someresearchtouchupontheeffectivenessoflisteningstrategies.Forexample,She(2010)provedtheeffectivenessofnote-takinginimprovinglisteningproficiency,J.M.Li(2007)arguedabouttheeffectivenessofperceptualstrategiesbasedonpersonalviewinsteadofdata,C.M.Yang’sstudy(2007)leadstotheconclusionthereisonlyaveryweakcorrelationbetweenlisteningstrategiesandlisteningachievement,whichisinpliancewithCross’findings(2009,p.151),butShi&Zhang(2010,p.117)arguedthatitiscertainthatlisteningstrategyuseisapredictoroflisteningachievements.Obviously,theaboveresearchleadtoevencontradictoryconclusionsabouttheeffectivenessoflisteningstrategies,whichindicatethatmorestudiesshouldbedoneandresearchersshouldrefrainfromjumpingtoaconclusionabouttheeffectivenesswithoutsupportfromadequateempiricalstudies.

Afewoftheselectedstudiesinvestigatedawiderrangeoffactorsthatmightaffecttheuseoflisteningstrategies.Forexample,Huang(2005)probedintotheinfluenceofstudentsinterestonstrategyuse,J.M.Li(2007)examinedthelisteningstrategiesusefromthepsychologicalfactorsandespeciallyfromstudents’priorknowledge(presuppositions)ofsentencepatterns.Shi&Zhang(2010)examinedtheinfluenceofstudents’major(medicalstudents)onlisteningstrategyuseandarguedthatthereisnotjustonefactorthataffectslisteningachievement.Otherfactorsarelearningmotivation,learningstyle,learningconcept,gender,etc.He&Bao(2006)reportedonasurveyo

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