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本研究进行了英语自我效能和听力策略的问卷调查。受试为重庆长江师范学院的105名非英语专业大二学生。作者用SPSS15.0软件对所得数据进行了Pearson相关分析,获得了以下结论:(1)总体说来,受试的英语自我效能普遍较低,大多数学生对自身学习英语的能力不太确定,自信心不足;(2)受试能运用各种听力策略来帮助他们提高听力水平,但总体策略使用频率相对较低;(3)英语自我效能和三类听力策略,即:元认知策略、认知策略和社会/情感策略的使用之间都存在显著正相关关系。
This study conducted a questionnaire survey on English self-efficacy and listening strategies. The subjects were 105 non-English major sophomores from Chongqing Changjiang Teachers College. The author uses SPSS15.0 software to conduct Pearson correlation analysis on the data obtained, and draws the following conclusions: (1) Generally speaking, English self-efficacy of the test is generally low, most students are not sure about their ability to learn English, (2) Subjects can use various listening strategies to help them improve their listening skills, but the overall strategy use frequency is relatively low; (3) English self-efficacy and three types of listening strategies, namely metacognitive strategies, There was a significant positive correlation between cognitive strategies and the use of social / emotional strategies.