Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners

• Published in: The Journal of educational research (Washington, D.C.) Vol. 110; no. 5; pp. 503 - 514
• Main Author: Lau, Kit-Ling
• Format: Journal Article
• Language: English
• Published: Bloomington Routledge 03-09-2017; Taylor & Francis; Taylor & Francis Inc
• Subjects: Chinese; Chinese languages; Comparative Analysis; Data Analysis; Elementary school students; Foreign Countries; Grade 7; Grade 9; High- and low-proficiency listeners; Interviews; Language Proficiency; Learning Motivation; Learning Strategies; Likert Scales; Listening; Listening comprehension; Listening Comprehension Tests; listening motivation; listening problems; Listening Skills; Listening strategies; listening strategy; Mixed Methods Research; Native Language; Native Language Instruction; native language listening; Native languages; Problem Solving; Qualitative research; Questionnaires; Secondary School Students; Hong Kong
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220671.2015.1134421

Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative methods, including a listening comprehension test, questionnaires, and interviews, were adopted. The findings indicated that HLs possessed more types of strategies and used strategies more frequently and effectively than LLs. HLs not only reported fewer listening problems but also had a better awareness of listening problems and use of problem-solving strategies than LLs. Both HLs and LLs agreed with the importance of listening but showed little interest in doing listening tasks. The similarities and differences between the findings of this study and those of second-language listening research and implications for planning effective instruction to enhance native language listening proficiency are discussed.