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Oxford (1990) defined learning strategies as ‘behaviors or actions which learnersuse to make language learning more successful, self-directed and enjoyable’ (p235.).He also presented a general overview of the system of language learning strategies inhis book. He separated strategies into two main categories: direct and indirect. Then,they were subdivided into six groups. Memory, cognition and compensation were under the direct category. Meta-cognition, emotion and society were under theindirect category). Learning strategies were the methods that students take to enhancetheir study. Oxford thought strategies are of vital importance for language learningbecause they are instruments that students can use actively, which are essential for thedevelopment of communicative skills. Learners’ proficiency and self-confidence canbe strengthened by suitable language learning strategies. However, a further problemis that there is no agreed typology of learning strategies. 

Chapter Three Methodology...................23

3.1 Research Questions......................... 23

3.2 Participants.................................23

3.3 Instruments.............................24

Chapter Four Results and Discussion............................. 31

4.1 The Overall Situation of Thinking Styles and English Listening Strategies ofSenior High School Students...................31

4.1.1 The Overall Situation of Thinking Styles........................31

4.1.2 The Overall Situation of English Listening Strategies..........................33

Chapter Five Conclusion............................ 54

5.1 Major Findings of Study....................... 54

5.2 Implications..................................56

5.3 Limitation and Recommendation for Future Research.................... 58

Chapter Four Results and Discussion

4.1 The Overall Situation of Thinking Styles and English ListeningStrategies of Senior High School Students

4.1.1 The Overall Situation of Thinking Styles

Table 4.1 is the descriptive statistics of thinking styles. From table 4.1, it can beseen that the types of thinking styles with higher scores are legislative, hierarchic,executive and liberal style, while those with lower scores are monarchic, oligarchicand local style. Among them, the highest SD value is the legislative type, which gets4.69, and the lowest is the oligarchic type, which gets 3.37. That is to say, most ofstudents are more inclined to make their own plans, like to solve unknown things anddo things according to their own wishes. On the contrary, there are few students wholike to do things in order of priority and feel at a loss about time conflicts.

ConclusionChapter Five Conclusion

5.1 Major Findings of Study

This thesis focuses on the overall situation of thinking styles and Englishlistening strategies among senior high school students, the difference in thinkingstyles and English listening achievement in terms of gender, arts and science andgrade, the relationship am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。