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英语专业学生听力自我效能感与听力策略、听力成绩的实证研究.docx

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英语专业学生听力自我效能感与听力策略、听力成绩的实证研究 Introduction Listeningisoneofthefourbasiclanguageskills,alongwithspeaking,reading,andwriting.However,itisoftenregardedasthemostchallengingskilltoacquireandmaster,especiallyforEnglishasaforeignlanguage(EFL)learners.Effectivelisteningrequiresnotonlylinguisticcompetencebutalsotheabilitytouseappropriatelisteningstrategiesandtheconfidenceinone'slisteningability,whichisknownaslisteningself-efficacy.ThisstudyaimstoinvestigatetherelationshipbetweenEnglishmajorstudents'listeningself-efficacy,theiruseoflisteningstrategies,andtheirlisteningachievement. BackgroundandLiteratureReview Bandura'ssocialcognitivetheoryemphasizestheroleofself-efficacyinhumanlearningandbehavior.AccordingtoBandura(1977),self-efficacyreferstoanindividual'sbeliefinhisorhercapabilitytoperformaspecifictasksuccessfully.Inthecontextoflanguagelearning,listeningself-efficacyreferstoalearner'sconfidenceinhisorherabilitytocomprehendspokenlanguageinreal-lifesettings.Severalstudieshavefoundapositivecorrelationbetweenlisteningself-efficacyandL2listeningperformance(EhrmanandOxford,1995;Zheng,Dörnyei,andMuir,2018). Listeningstrategiesareconsciousanddeliberatetechniquesusedtoenhancelisteningcomprehension(VandergriftandGoh,2012).Researchershaveidentifiedvariouslisteningstrategies,suchaspredicting,monitoring,summarizing,andclarifying,thatcancontributetolisteningproficiency(O'MalleyandChamot,1990).TheuseoflisteningstrategieshasbeenfoundtobepositivelyrelatedtohigherL2listeningscores(Vandergrift,1997;KuoandAnderson,2010). Methodology Participants Theparticipantsinthisstudywere60undergraduatestudentsmajoringinEnglishatauniversityinChina.Theywereselectedthroughconveniencesampling.Thesampleconsistedof36females(60%)and24males(40%).Theiragesrangedfrom18to23years(M=20.1,SD=1.1). Instruments Thisstudyemployedthreeinstruments:theListeningSelf-EfficacyScale(LSES),theListeningStrategyQuestionnaire(LSQ),andalisteningtest. TheLSES,adaptedfromEhrmanandOxford(1995),consistsof15items,witha5-pointLikertscaleran