非英语专业学生英语听力自主学习策略的个案研究

iiAcasestudyofEnglishlisteningautonomouslearningstrategiesfornon-EnglishmajorsAbstract：Thispaperaimedtocomparelisteningstrategyuseinthreecategories,namelymetacognitive,cognitiveandsocial-affectivestrategy,betweentwonon-Englishmajors.Thequalitativeapproachadoptedinthisstudywasinvestigatingtherelationshipbetweenstrategyuseandlisteningcomprehensionlevel.Theresultsshowedthatthelisteningstrategiesofthesubjectswereindeedaffectedbytheirlisteninglevel.Betweenthe2non-Englishmajors,theweakeroneusedlessmetacognitivestrategiesandmorecognitivestrategiesandsocialaffectivestrategies.Thisstudyconcludesthatthesubjectwhousesmorecomprehensivestrategieshashigherlisteningscores,whichisapplicabletonon-Englishmajors.TheseresultsconformedwithstudybyXiongjing(2014).Thesignificanceofthisstudyistohaveprovidedtheapplicabilityofexistingconclusionstocasestudies,andthereferenceforthefuturelisteningstrategiesstudy.Keywords：Englishlisteningcomprehension;listeninglearningstrategies;non-Englishmajors

非英语专业学生英语听力自主学习策略的个案研究摘要：本文旨在比较两名非英语专业学生在元认知策略、认知策略和社会情感策略三个方面的听力策略使用情况。同时，本研究采用定性研究方法，探讨策略的使用与听力理解水平的关系。通过以二人期末考试听力成绩和大学英语六级考试听力部分成绩为参考，对其使用的学习策略进行对比分析。结果表明:被试的听力策略使用情况确实受其听力水平的影响。其中，非英语专业学生中英语学习水平较弱者使用元认知策略较少,而使用认知策略和社会情感策略较多;听力水平较好者在学习策略的种类多样性以及使用的频率上都表现较好;听力水平较好者在听力学习策略上的使用程度较高。最后，本研究结果与熊静(2014)的研究一致。本研究的意义在于为个案研究验证现有结论的适用性，并为今后的听力策略研究提供参考。关键词：英语听力；学习策略；非英语专业ContentsAbstract i摘要 iiIntroduction 41Literaturereview 41.1 Keyconcepts 41.2Theoreticalbasis 51.3Relevantstudiesontheuseofstrategies 72Researchdesign 112.1Researchquestions 112.2Researchmethods 112.3Researchprocedure 122.3.1Listeningstrategysurvey 122.3.2Listeningleveltest 132.4Resultsanddiscussions 13Conclusion 14Appendix 16Bibliography 错误!未定义书签。Acknowledgements 错误!未定义书签。IntroductionListeningisoneoftheimportantskillsthatlearnersneedtomasterwhenlearningaforeignlanguage.Listening,asaninputskill,playsanincreasinglyimportantroleinforeignlanguageacquisition.AccordingtocollegeEnglishcurriculumrequirements(2007),theemphasisofteachingwastocultivatestudents'comprehensiveEnglishapplicationability.Listeningnotonlyservesasaninputwindowforcommunication,butalsoanecessarywayforlanguagelearning.Whiletheimportanceoflisteningwasincreasingdaybyday,someresearchersfoundthatlisteningwasstillabarrierformanycontemporarycollegestudentstobreakthrough,whichhadaninevitableconnectionwithstudents’basiclearningabilities.Inadditiontonotlayingagoodfoundation,learners'ownlearningawarenessandlearningmethodswerealsoinsufficient,whichledtothelackofcomprehensiveEnglishlisteninglearning.Manyresearchershavefoundthattheuseoflisteninglearningstrategieshadagreatimpactonlearners'listeninglearningabilityandquality.Therefore,thispaperinvestigated2non-EnglishmajorstudentsinacollegeinJiangxiprovincetoexploretheinfluenceoflisteningstrategiesonindividuals.Thispaperhasthreeparts.First,itcontainedtheliteraturereviewwhichwasdividedinto2aspects,keyconceptsandtheoreticalbasis.Second,itwastheresearchdesignpartwhichwasdividedinto4aspects,includingresearchquestions,methods,proceduresaswellasresultsanddiscussions.F1LiteraturereviewKeyconceptsLearningstrategyreferstothesystematicmethodsthatlearnersusetoprocessandprocessinformationandeffectivelycompleteacademictasksinthespecificlearningprocess.Learningstrategiescanpromotestudents'learning.Improvestudents'academicachievement.Asforthestudyoflearningstrategy,manyresearcherscombineitwiththestudyoftheeffectofself-monitoringlearningonstudents'learning.Andself-monitoringlearningreferstothestyleinwhichlearnersuseappropriateandeffectiveskillsandstrategiestoengageinandmanagelearningactivities,involvingtheestablishmentofgoals,selectionofmethods,thinkingofstrategies,supervisionandcontrolofcognitiveactivities,feedbackregulation,managementofbehavioralmotivation,etc.Ingeneral,self-monitoringlearninginvolvestheuseofmetacognitivestrategies,cognitivestrategiesandself-regulationstrategies.(WangZhenhong,Liuping,2000)Studiesonlisteningcomprehensionstrategylearningbeganinthe1980s.ItwastheexperimentbyO'MalleyandChamotthatconcludedtheuseoflisteningstrategylearningwouldbemoreeffective,whichopenedthegateofstudyinglisteningstrategies.Thentheydividedlisteningstrategiesinto3maingroups,namely,metacognitive,cognitiveandsocio-affectivestrategies(1990).Amongthesegroups,metacognitivestrategieswereessentialforoverseeing,regulatingordirectingthelanguagelearningprocess.Cognitivestrategieswererelatedtothelearningmaterialsandspecifictechniquesinlisteningtasks.Theyweretheproblem-solvingmethodsusedbylearnerstodealwithlearningtasksandpromotetheacquisitionofknowledgeorskills.Cognitivestrategiesinlisteningincludedprediction,reasoning,elaborationandvisualization.Inaddition,cognitivestrategieswereconcernedwithunderstandingandstoringinputintoworkingorlong-termmemoryforlaterretrieval.Thebottom-upstrategyandthetop-downstrategywerestudiedrespectively.Andsocio-affectivestrategiesdescribedhowlearnersusethetechniquestocooperatewithotherpeople,tochecktheirunderstanding,andtolowertheiranxiety(Mona：2012).Tosumup,listeningstrategystudiesbothindomesticandabroadinvolveslearnersofdiverselevelsandculturalbackgrounds,andtherearealsomanystudiesonundergraduatenon-EnglishmajorsinChina.However,thecasestudiesonregionalapplicabilityarescarce.Thispapertakestheinferencesofformerresearchesasthebasisanddiscussestheeffectsoftheuseoflisteningstrategiesonindividualcases.1.2TheoreticalbasisLearningmotivationfactorsandlearningstrategieswerecloselyrelatedtostudents'academicachievements.Allkindsoflearningmotivationfactorsandlearningstrategieswouldhaveadirectorindirectimpactonstudents'academicachievements.Atthesametime,learningmotivationfactorswerealsorelatedtotheapplicationofstudents'learningstrategies.Intheresearchontherelationshipbetweenlearningmotivationfactorsandstudents'academicachievement,self-efficacytheoryandachievementgoaltheoryplayedthesignificantrolesinit.Accordingtotheself-efficacytheory,students'academicself-skillswouldaffecttheirlearningpersistence,effort,cognitiveengagementanduseoflearningstrategies,thusaffectingtheiracademicachievements.Atthesametime,self-efficacywaspositivelycorrelatedwithintrinsicmotivationandself-monitoringlearningstrategies.Accordingtoachievementgoaltheorists,students'perceptionorunderstandingoftheirpursuitofacademicachievementwascloselyrelatedtotheirstudyeffort,internalandexternalmotivation,attributionstyle,useoflearningstrategiesandself-efficacybelief,whichwouldaffecttheirchoiceofacademictaskandacademicachievement.Theachievementgoaltheoristsfoundthatachievementgoalhadthreemainorientations:masterygoal,achievementgoalandsocialgoal.Intermsoflearningstrategies,theycanpromotestudents'learningandimprovestudents'academicachievement.Asforthestudyoflearningstrategy,manyresearcherscombineditwiththestudyoftheeffectofself-monitoringlearningonstudents'learning.Self-monitoringlearningreferredtothestyleinwhichlearnersuseappropriateandeffectiveskillsandstrategiestoengageinandmanagelearningactivities,involvingtheestablishmentofgoals,selectionofmethods,thinkingofstrategies,supervisionandcontrolofcognitiveactivities,feedbackregulation,managementofbehavioralmotivation,etc.Ingeneral,self-monitoringlearninginvolvedtheuseofmetacognitivestrategies,cognitivestrategiesandself-regulationstrategies.(WangZhenhong,Liuping,2000)1.3RelevantstudiesontheuseofstrategiesBroadlyspeaking,learningstrategyisaconsciousbehavior.Manyforeignresearchesontheuseoflisteningstrategiesaregraduallyoccupyingresearchers’vision.AsMona(2012)claimed,inthethreeclassifiedkeystrategygroupsbyO’MalleyandChamot(1990),metacognitivestrategies,aresignificantandessentialduetothefunctionofsupervision,regulationandguidance,whichhelpedlearnersregulatethemselvesinlearning,listeningaswell.Also,cognitivestrategiesfocusonsupervisionandcontrol,feedbackregulation,behavioralmotivation.Inaddition,thesocio-affectivestrategies,usedasanassistant,playedaroleincheckingunderstandinganddecreasingtheanxiety.Inherstudy,shefoundthattherewerealsodifferencesinlisteningcomprehensionbetweenlearnerswithhighanxietyandthosewithlowanxiety.Asshesaid,learnerswithlowanxietydidbetteronlisteningcomprehensiontasks.Asfortheinfluenceofgenderonlisteninganxiety,theresultsshowedthatfemalelearnersweremoreanxiousthanmalelearners.Accordingtotheresults,thepaperdiscussedtherelationshipbetweenlisteninganxietyandlisteningstrategyusewasnegativelycorrelated.Besides,asaforeignlanguagelisteninganxietyincreases,theforeignlanguagelevelwoulddecline,theuseoflisteningstrategies.Meanwhile,intermsofnetworkstudying,MehrakandMaral(2012)hadthesupplementaryopinionthatusingcomputerstopracticelisteningfrequentlycandecreasetheanxietycausedbytheinformationtechnology.Thestudyofdomesticlisteninglearningstrategiesbeganinthe1990s.In1984,themaster'sthesisofHuangXiaohuainChineseUniversityofHongKongnamed"AninvestigationoflearningstrategiesinoralcommunicationthatChineseEFLlearnersinChinaemploy"markedthebeginningofEnglishlearningstrategystudyinChina.From1984tonow,thepast20yearscanberoughlydividedintotwostages:1984-1992wastheembryonicstage,inthisstage,thenumberofpeopleengagedinresearchinthisfieldwasverysmall,theresearchobjectwassingle,theresearchscopewaslimited,theresultsweresporadic;From1993to2003,theresearchteamgrewrapidly,theresearchmethodsweregraduallydiversified,theresearchscopewassignificantlybroadened,andtheresearchresultswereconstantlyemerging.(WenQiufang,WangLiifei,2004).BasedonthecategoriesofO’MalleyandChamot,WenQiufangdividedstrategiesintomanagementstrategiesandlanguagelearningstrategies.Theformerwereconnectedtolearningprocessandthelattertolanguagelearningmaterials.Managementstrategyhadarestrictiveeffectontheuseoflanguagelearningstrategy,whichwasabovethelanguagelearningstrategy,includingsettinggoals,planning,strategychoice,self-evaluation,self-assessmentandself-adjusting.Besides,theabilityofthisstrategywasthestrongmobility,interdisciplinary,professionalandplayaroleoftimeandspace,benefitthelearnersnotonlyonlanguagelearningandmaybeinotheraspectsofthestudy,workandlifetobenefit.(OuyangOuchun,Wusha,2007)AsYangQiaoling(2018)believedthatmetacognitivestrategiesshouldincludePlanning,self-management,self-monitoring,selectiveattention,self-evaluation.Andshethoughtcognitivestrategiescontainednotetaking,prediction,reasoning,association,transformation,useofkeywords,auditoryreproduction,reorganization,summary,theuseofreferencematerials.Asforthesocialstrategies,shebelievedmutualcooperationandproblemclarificationwerethekeypoints.Finally,sheputtheself-controlandself-adjustingintotheemotionalstrategies.Asearlyasthe1970s,theresearchontheuseoflisteningstrategiesbylanguagelearnersforthecultivationoflisteningabilityhadbeenemerging,andtheuseoflisteningstrategieshadgraduallyshownitsadvantagesintheprocessofEnglishlisteninglearningasLijingandZhaobo(2011)pointed.Intermsofthefindingsoftheirresearch,LijingandZhaobofoundthattheuseofmetacognitivestrategiesoflearnerswassometimeslimitedtoplanningandself-managementstrategies.Theywereoftenunabletocontrolthemselvesandcannoteffectivelyarrangetheirlisteninglearning.Besides,learnersmightusecognitivestrategiessuchasguessingorinferringmeaningfromknownmaterial.Duetoword-basedconceptsandarelativelysmallvocabulary,Chinesecollegestudentswerelikelytoencounterunfamiliarlanguageterms.Intheprocessoflistening,theycaninferthespeaker'semotionthroughtheclueoftoneofvoice.Andtheyoftenmadeuseoftheirknowledgeandskillstomaketheirlisteninglearningeasier.What’smore,amongthesocio-affectivestrategies,themostcommonlyusedstrategiesofthesubjectswereanxietyreduction,followedbyself-encouragement,butonlycooperativelearningandquestionsolvingandclarificationstrategiesweresometimesused.Subjectsfrequentlyusedemotionalstrategiestoreduceanxietyandencouragethemselves.Thesestrategieshelpedstudentscreateastress-freeenvironmentthatallowedthemtomasterknowledgeandskillsinarelaxedenvironment.Intheteacher-centeredteachingenvironment,studentswereregardedaspassivereceiversofknowledgeandseldomusedcooperativelearningandsolvingstrategies.Inrecentyears,manyscholarsinChinahavemaderesearchesonthechoiceoflearners'autonomouslearningstrategies.Xiongjing(2014)believedthatlearnersshouldconsciouslysummarizelearningstrategies,andtheuseandcultivationoflisteningstrategiescanhelplearnersimprovetheirEnglishlisteninglevel.InadditiontoexpandingthebasicgrammarknowledgeandvocabularyofEnglish,shesaid,listeningstrategieswerealsoameanstoimprovestudents'listeningskills.Besides,intermsoftheuseoflisteningstrategies,LijingandZhaobo(2011)didaresearchaboutthetendencyofusingthelisteningstrategies.Andintheirresearch,thefindingsshowedthattheuseoflisteningstrategieswascloselyrelatedtothelisteninglevel.Itwasfoundthatthelisteningstrategiesusedbynon-Englishmajorsareatamediumfrequencylevel,andthecognitivestrategiesaremostfrequentlyusedbythesubjects,followedbymetacognitivestrategiesandsocialaffectivestrategies.Theaverageuseoflisteningstrategieswasmuchhigherinthehighlisteninggroupthaninthelowlisteninggroup.Also,femalestudentsusedthegenerallisteningstrategymoreoftenthanmalestudents.Finally,theyfoundoutthatmostfrequentlyusedcognitivestrategieswerefollowedbymetacognitivestrategiesandsocialaffectivestrategies.Ingeneral,non-Englishmajorsshowedsimilaritiesintheapplicationoflisteningstrategies,buttherewerealsodifferences.TheconceptofautonomouslearningenteredChinaintheearly1990s.Aftermorethan20yearsofexplorationandresearchinChina,ithadachievedremarkableresultsintheoryandpractice.Withtherapidprogressofscienceandtechnologyandthetremendousadvanceofnetworkinformationtechnology,accordingtoLinyong(2017),duetotheteachingmodeandmethodreformofonlinelearninglisteninginrecent10years,theteachingmodeofonlinelearninglisteningwithstudentsasthemainbodyandteachersastheguidancewasobviouslysuperiortothetraditionalteacher-ledteachingmode.Anditwasconducivetostimulatingstudents'interestinlearningandenhancingtheirabilitytoimplementmeaningconstructionthroughcognitivestrategy,emotionalstrategyandcooperativelearning.Andtheeffectivenessofusinglearningstrategies,especiallymetacognitivestrategies,inEnglishlisteningwasthekeyforstudentstobecomethedominantpower.Andhementionedthat,low-efficientlisteninglearningrelatestotheabsentknowledgeoflisteninglearningstrategies.Therefore,inthenetworklearningenvironment,therelationshipbetweentheuseofstudents'listeningstrategiesandstudents'listeninglevelandautonomouslearningabilityhadarousedextensiveattentionofresearchers.Then,withthedevelopmentofmoderncognitivepsychology,theprocessoflisteningisnolongersimplyregardedasaprocessofpassiveacceptance.TheresearchresultsofDengQiaoling(2015)showedthatlanguagelearningwasnotonlyalanguageprocess,butalsoacognitiveprocess,andtheenhancementofcognitiveleveltookasignificantpartintheimprovementoflanguagelevel.Inherresearch,thefindingsshowedthatpsychologicaltranslationwasaffectedbylisteningscores.Theloweryourlisteningscorewas,themoreoftenyouusedyourmothertongue.Atthesametime,thecorrelationanalysisbetweenlisteningmetacognitiveawarenessandlisteninganxietyshowedthatthehighertheleveloflisteninganxietywas,themorethemothertonguewasused,whichalsoreflectedtheinterferenceoftheuseofmothertongueonforeignlanguagelearning.Therefore,shesaid,inthelisteningprocess,learnersmustconsciouslyavoidusingtheirmothertongue,andteachersshouldalsotrytoreducetheuseofChineseinteaching.TeachinginEnglishteachingstrategyshouldbeintegratedintotheclassroomtoteachstudentshowtolisten.Meanwhile,inviewofthesignificantnegativeimpactoflisteninganxietyonlisteningcomprehension,itwassuggestedthatteachersshouldcreatearelaxedandharmoniouslearningatmospheretoimprovestudents'self-concept.Afterwards,WangLiyanandSunXiaoxin(2017)alsomentionedthatpeoplehadrealizedthattheprocessoflisteningcomprehensionwasanactivepsychologicalprocessofthelistener'sunderstandingofthelisteningcontentinthethreestagesofperception,analysisandapplication.Andtheirresearchalsoshowedthatlisteningstrategytrainingcanhelpstudentsestablishacorrectconceptoflearningandeffectivestrategytrainingcanhelpthemchangesomewrongideasandlearnbetter.What’smore,listeningstrategytrainingcanenhancestudents'awarenessofstrategies,improvetheirutilizationofstrategies,andatthesametimeimprovestudents'listeningcomprehensionlevel.Additionally,Houfen(2012)foundthatgendercanbeanimportantelementwhichaffectedtheefficiencyofusingthemetacognitivestrategies.Inherfindings,bothmalesandfemaleshadtheconsciousnesstoemploymetacognition,butthemaleapplieditmorethanthefemale.Andthefrequencyofusingmetacognitivestrategiesofwomenwasmuchfasterthanmenwhenfacingtheobstaclesinsomemoreacademicarticles.Andinherresearch,shefoundthateventhoughfemalestudentscangetcomparativelyhighscoresinboththemeta-cognitivequestionnaireandlisteningtest,theirknowledgeaboutmetacognitivestrategiesandlisteningweresomehowseparatedfromoneandotherandtheylackedtheabilitiestobringtheirknowledgeaboutmeta-cognitionintopracticalusebecauseoftheinferiorlogicalmathematicalintelligence.2Researchdesign2.1ResearchquestionsIntheresearchdesignprocess,theresearchquestionsweremainlydesignedtofocuson3mainaspects.First,whetherthediversityofusinglisteninglearningstrategiesbythetestsubjectscaninfluencetheirlisteningability?Second,whethertheuseoflisteningstrategiesbythetestsubjectsisaffectedbytheirlisteninglevel?Finally,whetherlisteningstrategiescanpromotethelisteningcomprehension?2.2ResearchmethodsAninterviewsurveywasconductedontheEnglishlisteninglearningandlisteningstrategyuseofthesubjects.ThedailylisteningpracticesituationandtheCET6listeningscoresofamaleandafemaleseniorcollegestudentinCollegeofLifeScienceofauniversityinJiangxiprovincewereinvestigatedasareference.Questionswouldbeaskedfrommetacognitivestrategy,cognitivestrategyandsocio-affectivestrategy,andtheirresponseswouldbeanalyzed.2.3Researchprocedure2.3.1Intheprocessofinterviewing,itwasfoundthatthefemalestudentadmittedthatshewouldoccasionallydosometrainingexerciseaccordingtoherweakpartswithlowself-controlandwasnotgoodatplanningandself-management.Onlyneartheperiodofexaminations,shewoulddothespecialexerciseswhichwerefocusedonherweakness.What’more,sheoftenselectivelygraspedkeywordsandcertaininformationwhileseldomevaluatedtheeffectivenessofherlisteningcomprehensiongoalsandstrategies.Besides,thefemalesubjectoftenrecordedkeywordsorconceptsintheformofabbreviations,marks,ornumbersindoinglisteningcomprehensionsandsometimesmadepredictionsaboutthemaintopicsdiscussedinthearticleandthefollowingwiththehelpofillustrationsandtitles.What’smore,shesometimesusedtheexistinginformationtoguessthemeaningoftheword,sentenceandthemainideaofthearticle.Meanwhile,sheoccasionallycapturedkeywordsinthelisteningprocessandrecalledandreproducedsounds/soundsofwords/phrasesinbraincircuits.However,shecouldhardlyreconstitutethewordsthatheardintosentencesandparagraphsorlongertextsandneverusedthetargetlanguageasareference.Also,shecouldsometimessummarizetheinformationthatshehadobtained,categorizetheprimaryinformationandsupportinginformation,factsandopinions,especiallyintheperiodofpreparinglisteningexam.It'sworthmentioningthatsheneverworkwithclassmatestosolveproblemsandcompletelisteningtasks.Also,sheseldomsearchedforsomeexplanationswhenshehadquestionsindoingexercise.Besides,shecouldnotcontrolheremotionsspontaneouslyandsheseldomfeltanxiousindoingthelisteningcomprehension.Intheothercase,Ifoundthatwhenthemalestudentpreparedforthetestwithlisteningrequirements,hewouldarrangetimeforlisteningpracticespontaneously,suchasTOEFL(testofEnglishasaforeignlanguage).Andduringtheperiodofnotpreparingfortheexam,hemainlywatchedEnglishdocumentariesforpracticebutwithoutreflection.Whenitcomestodailypractice,themalestudentexpressedthatheusuallydidthespecialpracticewhichweresuitableforhislearninglevelfirstly,andthenhewoulddoasetofpaperforthecompetition.Hecouldbeconsciousofhisweaknessesandmakeeffortsonconqueringthembutjustforbalancingthelearningconditionofeachlisteningcomprehensionpart.Andhewouldneverlearnsomelisteningmethodsorskills.Besides,hecouldsticktotheplanandcontrolthepaceofexercisewell.Additionally,heusedmoreskillsandmasteredthemrelativewellinlisteningcomprehensionincludingnotetaking,prediction,reasoning,association,transformation,useofkeywords,auditoryreproduction,useofreferencematerialswhilehestillhadsomeproblemsinreproductionandsummary.Inaword,heperformedbetterintheuseofcognitivestrategiesthanthefemalesubject.Intermsofcooperation,themalesubjectinsistedondoingexercisealone.However,hecouldaccepttoaskforsomehelp,suchasexplanations,whenhehadproblems.Besides,hecouldfeelanxiouswhenhemadelotsofmistakesindoingthelisteningcomprehension,especiallyduringtheperiodofsomeexaminations.2.3.Inthispart,ImainlyusedthelisteningtestscoreofCET6(collegeEnglishtestband6)andtheirfinalexaminationinlisteningcomprehensionpartofthevisualandauralEnglishclassintwoyears(freshmenandsophomore)asthetestbasis.2.4ResultsanddiscussionsThetestresultwasthatthefemalesubjectgot168pointswhilethemaleonegot202.Meanwhile,thescoreoftheirfinalexaminationinvisualandauralEnglishclassin2yearstotalshowedthatthefemalegot73pointsinlisteningcomprehensionpartinaveragewhilethemalegot94points.It’sobviousthatthemale’slisteningabilitywasmoreprominent.Throughaseriesofinterviewsandtestsresults,itwasfoundthattheuseoflisteningstrategiesbymaleandfemalestudentsisdifferentonthemicroaspect,butbasicallythesameonthemacroone.Theyallusemetacognitivestrategies,cognitivestrategiesandsocialaffectivecognitivestrategies,butthemalesubjectperformedobviouslywellinusingthemetacognitivestrategiesandcognitivestrategies,andthefemaleperformedinusingsocialaffectivestrategies.Firstofall,themalesubjectswithhighlisteningabilityperformedbetterinself-monitoringmanagementandregulationthanthefemalesubjectswithlowlisteningability,butneitherofthemdidagoodjobinreflectingonthisself-monitoring.Secondly,malesubjectwithhighlisteningabilitydidbetterinunderstandingandselectionoflisteningmaterialsandlisteningchannelsthanfemalesubjectwithlowlisteningability.What’smore,themaleoneperformedbetterintakingnotes,prediction,inference,associativememory,auditoryrepresentationandusingthetargetlanguageasareference.Itisobviousthatthemalesubjectcanusethemetacognitiveandcognitivestrategiesbetterthanthefemaleone.Finally,thehigh-levelmalesubjectismorelikelytobeanxiousduringthelisteningprocess,whilethefemaleoneperforms,theopposite,relativelywell.However,themaleonedidaworsejobincooperatingwithothersandself-adjustingbuthedidwellinsearchingforexplanationofquestionsthathehadmet.Themalestudentwithhighlisteningleveluseslesssocialaffectivestrategies,butmoremetacognitiveandcognitivestrategies.However,thefemalestudentwithlowlisteninglevelusesmoresocio-affectivestrategies,andlessmetacognitiveandcognitivestrategies.Tosumup,theuseoflisteningstrategieshasapromotingeffectonthelisteningcomprehensionofthesubjects.The