An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS)

摘要

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.