rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: utilization of listening strategies in the development of listening comprehension among skilled and less-skilled non-native English speakers at the college level
  name:
    name part: Liu, Yi-Chun.
    role:
      role term: creator
  name:
    name part: Walters, Lynne M.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2011
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: This study aimed to explore Chinese and Korean EFL learners' perceptions with regards to the use of listening strategies. The purpose is to learn whether Chinese and Korean students achieve academic listening comprehension through specific listening strategies. The data were collected from first and second year students currently studying abroad in the US. Although they are immersed in an English speaking environment, the use of listening strategies still affects their development of academic listening comprehension based on what they have learned in their home countries. For this reason, this study provides a corpus for understanding Chinese and Korean EFL students' listening behavior and what constrains their English listening comprehension. The research design is one hundred and sixty-six college level students from three public universities in Texas who completed web-based questionnaires. Skilled and less-skilled groups were differentiated according to their TOEFL listening scores. If the student had a score of more than 570, he/she was categorized into the skilled listeners group; below 570, they belonged to the less-skilled listeners group. In terms of the need for additional research on the different factors that affect developmental outcomes in L2 listening comprehension, the following research questions were investigated: 1) Is there a statistically significant relationship between the self-reported use of listening strategies and self-reported listening comprehension scores on the TOEFL? 2) Is there a difference between skilled and less-skilled non-native English speakers in the self-reported use of four categories of listening strategies (memory, cognitive, meta-cognitive, and socio-affective)? 3) What factors influence the use of self-reported listening strategies? The findings show that students in this sample tended to employ memory strategies as a means of achieving listening comprehension. In theory, cognitive and metacognitive strategies are more di…
  note: by Yi-Chun Liu.
  note: "Major Subject: Curriculum and Instruction"
  note: Title from author supplied metadata (automated record created 2011-02-28 11:02:00).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2009 http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major curriculum and instruction
  subject:
    topic: listening comprehension
  subject:
    topic: non-native English speaker
  subject:
    topic: Listening strategies
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601
  record info:
    record content source: TXA
    record creation date: 110309
    record change date: 20151202115718.0
    record identifier: in00002683164