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Chapter One Introduction

1.1 The Background of the Study
It is reported that listening takes up more than 40% in the daily communicationamong speaking, reading and writing and listening is the base for other language skillsincluding speaking and writing. (Yang Jianding, 2003) The importance of listeningcomprehension cannot be neglected in our daily communication (Byrnes, 1984;Faerch & Kasper, 1986; Vandergrift, 1997) as well as in second language learning andteaching (Ellis. 1997; Cook, 2000; Ren Suzhen, 2003). However, the problem is thatin China many students who can understand the meaning of a writing discourse byreading easily find it difficult to catch what the speaker wants to express by listening.This is even more obvious for non-English majors most of whom almost spend lesstime in English listening after the class (Results of Questionnaire Ⅰ indicate thatparticipants spend less than one hour per week on average) than those English majors.Therefore, listening strategies one of whose most important characteristics iscomplementary are quite necessary for those non-English majors to improve theirEnglish listening ability.It was in the middle of 1970s that many researchers started to explore the learningstrategies which involve the four basic skills of English, reading, speaking, writingand also listening strategies. That is to say, it has been nearly 50 years for the study oflistening strategies. Over the past years, great efforts have been made on the definitionand classification of listening strategies (Oxford, 1990; Stern, 1999; Cohen, 2000;Wen Qiufang, 2004; Tang Lian and Li Boyue, 2009; Qian Xiujin, 2010 etc.) as well ashow to teach them. As for the latter, researchers have tried the listening strategytraining from different perspectives like cognitive and pragmatic perspectives (O’Malley, Chamot and Kupper, 1989; Rost, 1990; Su Yuanlian, 2003; Fan Min, 2007etc.), but there still exists controversy about the effectiveness of the listening strategytraining. Therefore, there is still a long way for the study of the listening strategytraining.
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1.2 The Significance of the Study
As mentioned in 1.1, there have been a number of studies about listeningstrategies and the listening strategy training from different perspectives like thecognitive or pragmatic perspective, in which the factor of students or the context isspecially emphasized. Actually, the process of listening comprehension is actually acomplicated process in which various factors such as students, the listening materialand the objective environment interact with each other just as different factorscooperate and interact with one and the other in a system. Therefore, this thesisattempts carry out a synergistic listening strategy training which is based on theSynergy Theory. Although this theory has been introduced into English teaching orclassroom teaching, there is not one that is especially used for listening or thelistening strategy training, so the author tries to apply it to listening strategy trainingto find an effective way to improve students’ listening ability through the training.Besides, this study is able to provide some suggestions for the future practice ofEnglish listening teaching at the same time.
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Chapter Two Literature Review

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