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tudy will help middleschool English teachers understand the importance of listening strategy instruction andmake our students aware of the role of listening strategies in the development oflistening ability.
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Chapter2 Literature Review and Theoretical Foundation

2.1 Literature Review
In 1975, the research concentrating on learning strategies was initiated by Rubin.American linguist Rubin (1975) conducts a research on the learning strategies whichthe good language learner use and published a thesis named “what the ‘good languagelearner’ can teach us” in TESOL Quarterly. Her assumption was such strategies couldbe made available to less successful learners. After an extended period in whichlistening was regarded as a mirror of reading, listening is being seen as a skill in itsown right (Flowerdew, 1994). Listening strategy research became popular in 1980s.But there haven’t as much works on listening strategies in English as foreign languageas there has been on other skill areas. Rubin (1994: 78) also admits that while secondlanguage strategy research has broadened in recent years, the quantities of researcheson listening is relatively small, and the research base on listening strategies is evenmore limited. However, works on listening strategies in the past years have yielded someimportant insights for teachers of foreign language listening. The studies which related to thisstudy abroad and at home are especially mentioned as follows:
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2.2 Theoretical Foundation
The notion of learning strategies has been notoriously difficult to define. There areconsiderable debates on the appropriate ways of defining learning strategies, asdifferent researchers who have defined this term by paying attention to differentaspects in the past decades. Here are some representative definitions of learningstrategies:Rubin first defined learning strategies as the techniques or approaches which aleaner may use to acquire knowledge (Rubin, 1975: 43). He thinks that learningstrategies are what students do, suggesting an active approach. After years of empiricalstudy, Rubin (1994: 19) thinks that they are strategies which can contribute to thedevelopment of the language system which the learner constructs and affect learningdirectly.Stern (1983) stated that strategy is best reserved for general tendencies or overallcharacteristics of the approach employed by the language learner, leaving techniques asthe term to refer to particular forms of observable learning behavior (cited in Ellis,1994: 531).Based on the earlier definitions of learning strategies, O’Malley and his colleaguesprovide a broad definition of learning strategies as “any set of operations or steps usedby a learner that will facilitate the acquisition, storage, retrieval or use of information(O’Malley, Chamot, Stewner-Manzanares, Kupper and Russo, 1985: 23).Chamot (1987) claimed that learning strategies are techniques, methods ordeliberate actions that students take in order to facilitate the learning, recall of bothlinguistic and content area information (Ellis, 1994: 531).
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Chapter 3 Methodology ......18
3.1 Research Questions..... 18
3.2 Subjects.... 18
3.3 Instruments ..... 18
3.3.1 Students’ Mid-term English Test (Listening Part) ..... 19
3.3.2 Listening Strategy Questionnaire....... 1本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。