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3.4 Data Collection.... 21
3.5 Data Analysis....... 21
Chapter 4 Results and Discussion ....23
4.1 Results...... 23
4.2 Discussion .... 29
Chapter5 Findings and Implications......33
5.1 Major Findings ....... 33
5.2 Implications..... 34

Chapter5 Findings and Implications

5.1 Major Findings
After the detailed statistical analysis and discussion of 134 subjects’ data inchapter four, it is necessary for us to present the major findings of this study. They arelisted as follows: Generally speaking, the middle school students under investigation sometimesemploy listening strategies, i.e., they use all the three main categories of listeningstrategies only at a medium frequency level. Sequenced in accordance of the totalfrequency, main strategies used by the subjects are metacognitive strategies, cognitivestrategies and social/affective strategies. As far as the subcategories are concerned, themiddle school students frequently use the strategies of selective attention, repetition,advance organizer, encouraging oneself and lowering anxiety. They sometimes use thestrategies of directed attention, functional planning, self-monitoring, self-evaluation,resourcing, deduction, key word, elaboration, inferring, note-taking, recombination,translation. And seldom use grouping and social strategies.
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Conclusion

The present study was designed to investigate the employment of middle schoolstudents’ listening strategies. It was aimed to explore the overall frequency use ofmiddle school students’ listening strategies; the correlation of the listening strategy useand its achievement; the frequencies and differences of high-low group listeners inusing listening strategies. One listening strategy questionnaire and the subjects’mid-term test (listening part) are adopted as the instruments. The questionnaire ismainly adapted from the classification of O’Malley & Chamot and Oxford:metacognitive strategies, cognitive strategies and social/affective strategies. The wholethesis uses their classification as the theoretical foundation. 150 eighth-grade juniormiddle school students are taken as the subjects, among which 134 questionnaires arevalid. Then the author adopts the quantitative analysis method---descriptive statisticanalysis (Means and Standard Deviations), Person correlation analysis andIndependent sample T-test of SPSS (Statistical Package for Social Science) version17.0--- to analyze the valid data in order to solve three research questions in sequence.The ultimate purpose of this research is to arouse the teachers’ awareness of listeningstrategy training and improve the middle school students’ overall achievements. It washoped that the study would contribute to a small but growing body of research onlistening strategies among young language learners. The findings of this study aresummarized in the following paragraph:
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Reference (omitted)

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