Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Department of English and Communication | en_US |
| dc.contributor.advisor | Occhipinti, Stefano (ENGL) | en_US |
| dc.creator | Liu, Yijun | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/13164 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | Exploring listening strategy use among Chinese EFL learners | en_US |
| dcterms.abstract | Listening strategy use has long been acknowledged to be positively associated with listening proficiency for second language (L2) learners. Considering this finding, linguists started to research factors affecting listening strategy use, among which motivation is the most significant factor positively correlated to listening strategy use. However, since motivation can be detailed into intrinsic and extrinsic motivation, which type of motivation plays a more crucial role in listening strategy use deserves investigation. The current study seeks to examine the relationship between motivation and listening strategy use in detail, considering their subtypes. This study administered a survey among 107 Chinese EFL learners through three questionnaires covering personal information background, language learning motivation, and listening strategy use and conducted a follow-up semi-structured interview with eight subjects across motivation selected from the preceding quantitative phase to further explore their listening strategy use and supplement the quantitative results. The findings suggest that highly motivated EFL learners adopted more varied listening strategies more often, no matter which kind of motivation. Regarding the subtypes of listening strategies, metacognitive and cognitive strategies were positively correlated with both intrinsic and extrinsic motivation, between which intrinsic motivation showed a more significant relationship. This study revealed possible reasons and provided pedagogical and self-regulating implications for L2 listening instruction and learning. | en_US |
| dcterms.extent | 64 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2024 | en_US |
| dcterms.educationalLevel | M.A. | en_US |
| dcterms.educationalLevel | All Master | - |
| dcterms.LCSH | English language -- Study and teaching -- Foreign speakers | en_US |
| dcterms.LCSH | Listening -- Study and teaching | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 7615.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 527.73 kB | Adobe PDF | View/Open |
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