An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS)
- DOI
- 10.2991/icsshe-16.2016.42How to use a DOI?
- Keywords
- IELTS Listening, Listening Comprehension Strategies, Listening Teaching, Efficient Listeners
- Abstract
This study aims to explore the current situation of using Listening Comprehension Strategies (LCS) in IELTS, compare the difference in using LCS between the efficient listeners and less efficient listeners, find out efficient learners' specific methods of applying LCS, and provide some feasible suggestions for developing these strategies. This study collected IELTS listening scores of 166 sophomores from Sino-Canadian International College (SCIC) in November, 2015 and then investigated their uses of LCS through questionnaire. The result revealed that: First, students were able to use five LCS to a certain degree, and memory strategy was the most popularly used while meta-cognitive strategy was the least popularly used. Second, there was a significant positive relationship between LCS and IELTS listening achievements. Third, a significant difference was found between efficient listeners and less efficient listeners in using LCS. Fourth, no significant difference between male and female students appeared in LCS usage. Fifth, top students especially emphasized inferring, association, clause comprehension, sound recognition, and self-monitoring.
- Copyright
- © 2016, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Shang-chun Zeng AU - Ying Shen PY - 2016/07 DA - 2016/07 TI - An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS) BT - Proceedings of the 2016 2nd International Conference on Social Science and Higher Education PB - Atlantis Press SP - 162 EP - 165 SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-16.2016.42 DO - 10.2991/icsshe-16.2016.42 ID - Zeng2016/07 ER -