An Investigation of the Listening Strategies of Intermediate Mandarin Chinese Learners from a Psycholinguistic Perspective. Raymond Pai Defense Language Institute Foreign Language Center. Listening skill.
An Investigation of the Listening Strategies of Intermediate Mandarin Chinese Learners from a Psycholinguistic Perspective
Defense Language Institute
Foreign Language Center
lack of control over the speed at which speakers speak,
not being able to get things repeated,
the listener's limited vocabulary,
failure to recognize the "signals,"
problems of interpretation,
inability to concentrate, and established learning habits.
A cognitive approach to foreign language learning is predicated upon the assumption that language learners should be mentally active, purposeful, strategic, and conscious of their own learning processes. The process of learning strategy instruction is to help students become aware of the power of their own metacognition and to teach them metacognitive, cognitive and socialaffective strategies to help them become better language learners.
(Chamot, et al., 1990)
Language Strategy Use Inventory and Index (LSUII)
Encouraging students to take responsibility for their own learning is a loud refrain in current thinking on schooling. To help all students become “self-regulated,” theory suggests the need for a better understanding of the strategies that successful students use to maintain effort and protect commitments in school.
(Randi, and Corno, 2002)