Main Article Content
Abstract
Abstract: English as an international language has received the increasing attention of Chinese educators and students. For college students, the proficiency of English could help them to acquire a desirable job or receive higher education. With attention to listening, it is an indispensable channel for students to possess and master language knowledge. However, college students usually show weak performance in listening. More seriously, they tend to feel nervous and anxious in the formal listening tests. Given this issue, through the exploration of the pedagogic reasons, this study aims to support a suitable teaching and learning model- the integrative listening model, in which three listening strategies will be highlighted, namely, bottom-up, top-down and metacognitive approaches.
Keywords
Keywords: listening; pedagogical strategies; the integrative listening model; college students; China
Article Details
How to Cite
Zhang, C. (2021). The Investigation of Teaching Listening Skills in Chinese colleges. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 6(1), 31–44. https://doi.org/10.22236/JER_Vol6Issue1pp31-44
References
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References
Brown, J. D., & Hilferty, A. (1986). The effectiveness of teaching reduced forms of listening comprehension. RELC Journal, 17(2), 59-70. https://doi.org/10.1177/003368828601700204
Chang, A. C. S. (2008). Listening strategies of L2 learners with varied test tasks. TESL Canada Journal, 1-26. https://doi.org/10.18806/tesl.v26i1.127
Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. https://doi.org/10.2307/40264527
Cheng, Y. H., & Good, R. L. (2009). L1 glosses: Effects on EFL learners' reading comprehension and vocabulary retention. Reading in A Foreign Language, 21(2), 119-142. Retrieved from https://eric.ed.gov/?id=EJ859583
Elbers, E., & Streefland, L. (2000). Collaborative learning and the construction of common knowledge. European Journal of Psychology of Education, 15(4), 479. https://doi.org/10.1007/BF03172989
Elttraining. (2015, September 25). Teaching listening 2 -bottom up processing [Video file]. Retrieved from https://www.youtube.com/watch?v=5gGcByGChSI
Field, J. (2004). An insight into listeners' problems: too much bottom-up or too much top-down? System, 32(3), 363-377. https://doi.org/10.1016/j.system.2004.05.002
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York, NY: Cambridge University Press.
Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001
Guixia, S. (2016). Constructivism in audiovisual and speaking teaching of University. Higher Education of Social Science, 10(2), 16-20. doi:10.3968/8182
Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513
Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41(4), 397-420. https://doi.org/10.1016/j.compedu.2003.07.001
Hu, F. (2017). A study on Chinese EFL learners' phonetic obstacles to listening comprehension. Journal of Language Teaching and Research, 8(2), 404-410. doi:10.17507/jltr.0802.25
Kerr, N. L., Seok, D. H., Poulsen, J. R., Harris, D. W., & Messe, L. A. (2008). Social ostracism and group motivation gain. European Journal of Social Psychology, 38(4), 736-746. https://doi.org/10.1002/ejsp.499
Kobayashi, A. (2018). Investigating the effects of metacognitive instruction in listening for EFL learners. Journal of Asia TEFL, 15(2), 310. doi:10.18823/asiatefl.2018.15.2.4.310
Li, B., & Siu, I. (2009). Developing students' affective attitude in primary English foreign language classrooms in the People's Republic of China. Pedagogy, Culture & Society, 17(2), 221-236. https://doi.org/10.1080/14681360902934467
Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers' perspectives. The Journal of Asia TEFL, 9(4), 79-111. Retrieved from https://search-proquest-com.ezproxy.lib.monash.edu.au/docview/2266423537/BEFCDEA5EBF84BF1PQ/1?accountid=12528
Lin, H. Y., & Zhang, Q. (2016). The status and strategies of college English listening teaching. Science and Education, (3), 81. doi: 10.16871/j.cnki.kjwhc.2016.03.077
Liu, B., & Wang, X. Y. (2019). Analysis of the causes of college students' English listening anxiety and coping strategies. Reading and Writing, (3), 5. doi:10.16071/j.cnki.cn51-1650/g4.2019.03.005
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373. https://doi.org/10.1177/0022487108322110
Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second. Educational Psychologist, 31(3-4), 151-161. https://doi.org/10.1080/00461520.1996.9653263
Milliner, B., & Dimoski, B. (2019). Explicit listening strategy training for ELF learners. Journal of Asia TEFL, 16(3), 833. http://dx.doi.org/10.18823/asiatefl.2019.16.3.5.833
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metaconitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88. http://dx.doi.org/10.5539/ijel.v4n2p88
Pardo, D. B. (2004). Can pronunciation be taught?: A review of research and implications for teaching. Revista Alicantina de Estudios Ingleses: RAEI, 17, 6-38. Retrieved from https://idus.us.es/handle/11441/62951;jsessionid=144E07D7C0E263F0EDE4758DFC35A7EF?
Remedios, L., Clarke, D., & Hawthorne, L. (2012). Learning to listen and listening to learn: one student's experience of small group collaborative learning. The Australian Educational Researcher, 39(3), 333-348. https://doi.org/10.1007/s13384-012-0064-x
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135-137. Retrieved from https://pdfs.semanticscholar.org/de01/31a59f6c0db57be1aea59ff4b225189a25b9.pdf
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlehofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University.
Vandergrift, L. (2003). From prediction through reflection: Guiding students: Through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440. https://doi.org/10.3138/cmlr.59.3.425
Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual Review of Applied Linguistics, 24, 3-25. https://doi.org/10.1017/S0267190504000017
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Wang, M., & Hu, F. (2018). Construction and verification of effectiveness of English listening teaching model based on interactive model theory. Theory and Practice in Language Studies, 8(7), 823-828. http://dx.doi.org/10.17507/tpls.0807.13
Wang, Y. Y. (2017). Reform and teaching strategies of listening questions in CET-4. Higher Finance and Economics Education Research, 20(1), 64-68. doi: 10.13782/j.cnki. 2095-106X.2017.01.012
Xu, X. Y. (2019). The causes of college students' English listening anxiety and its coping strategies. Journal of Guangxi Normal University of Science and Technology, (1), 23. Retrieved from http://www.cnki.com.cn/Article/CJFDTotal-LZSZ201901023.htm
Yan, J., & Yang, H. Z. (2006). The English proficiency of college and university students in China: As reflected in the CET. Language, Culture and Curriculum, 19(1), 21-36. https://doi.org/10.1080/07908310608668752
Yeldham, M. (2018). L2 Listening instruction: More bottom-up or more top-down?. Journal of Asia TEFL, 15(3), 805. http://dx.doi.org/10.18823/asiatefl.2018.15.3.16.805
Yeldham, M., & Gruba, P. (2014). Toward an instructional approach to developing interactive second language listening. Language Teaching Research, 18(1), 33-53. https://doi.org/10.1177/1362168813505395
Yeldham, M., & Gruba, P. (2016). The development of individual learners in an L2 listening strategies course. Language Teaching Research, 20(1), 9-34. doi: 10.1177/1362168814541723
Zanjani, B. A., & Izadpanah, S. (2016). The impact of listening strategies on improving learners' listening skill in Iran. Journal of Language Teaching and Research, 7(6), 1089-1096. http://dx.doi.org/10.17507/jltr.0706.04
Zheng, Y., & Cheng, L. (2008). Test review: College English Test (CET) in China. Language Testing, 25(3), 408–417. https://doi.org/10.1177/0265532208092433
Zhu, J. (2012). Based on the CET-4 new listening question type, how to improve the listening ability of college students-Taking the non-English major students of the school of software engineering of Guangzhou University as an example. Examination Weekly, (72), 9-10. Retrieved from http://www.cnki.com.cn/Article/CJFDTotal-KDZK201272008.htm
References
References
Brown, J. D., & Hilferty, A. (1986). The effectiveness of teaching reduced forms of listening comprehension. RELC Journal, 17(2), 59-70. https://doi.org/10.1177/003368828601700204
Chang, A. C. S. (2008). Listening strategies of L2 learners with varied test tasks. TESL Canada Journal, 1-26. https://doi.org/10.18806/tesl.v26i1.127
Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. https://doi.org/10.2307/40264527
Cheng, Y. H., & Good, R. L. (2009). L1 glosses: Effects on EFL learners' reading comprehension and vocabulary retention. Reading in A Foreign Language, 21(2), 119-142. Retrieved from https://eric.ed.gov/?id=EJ859583
Elbers, E., & Streefland, L. (2000). Collaborative learning and the construction of common knowledge. European Journal of Psychology of Education, 15(4), 479. https://doi.org/10.1007/BF03172989
Elttraining. (2015, September 25). Teaching listening 2 -bottom up processing [Video file]. Retrieved from https://www.youtube.com/watch?v=5gGcByGChSI
Field, J. (2004). An insight into listeners' problems: too much bottom-up or too much top-down? System, 32(3), 363-377. https://doi.org/10.1016/j.system.2004.05.002
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York, NY: Cambridge University Press.
Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001
Guixia, S. (2016). Constructivism in audiovisual and speaking teaching of University. Higher Education of Social Science, 10(2), 16-20. doi:10.3968/8182
Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513
Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41(4), 397-420. https://doi.org/10.1016/j.compedu.2003.07.001
Hu, F. (2017). A study on Chinese EFL learners' phonetic obstacles to listening comprehension. Journal of Language Teaching and Research, 8(2), 404-410. doi:10.17507/jltr.0802.25
Kerr, N. L., Seok, D. H., Poulsen, J. R., Harris, D. W., & Messe, L. A. (2008). Social ostracism and group motivation gain. European Journal of Social Psychology, 38(4), 736-746. https://doi.org/10.1002/ejsp.499
Kobayashi, A. (2018). Investigating the effects of metacognitive instruction in listening for EFL learners. Journal of Asia TEFL, 15(2), 310. doi:10.18823/asiatefl.2018.15.2.4.310
Li, B., & Siu, I. (2009). Developing students' affective attitude in primary English foreign language classrooms in the People's Republic of China. Pedagogy, Culture & Society, 17(2), 221-236. https://doi.org/10.1080/14681360902934467
Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers' perspectives. The Journal of Asia TEFL, 9(4), 79-111. Retrieved from https://search-proquest-com.ezproxy.lib.monash.edu.au/docview/2266423537/BEFCDEA5EBF84BF1PQ/1?accountid=12528
Lin, H. Y., & Zhang, Q. (2016). The status and strategies of college English listening teaching. Science and Education, (3), 81. doi: 10.16871/j.cnki.kjwhc.2016.03.077
Liu, B., & Wang, X. Y. (2019). Analysis of the causes of college students' English listening anxiety and coping strategies. Reading and Writing, (3), 5. doi:10.16071/j.cnki.cn51-1650/g4.2019.03.005
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373. https://doi.org/10.1177/0022487108322110
Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second. Educational Psychologist, 31(3-4), 151-161. https://doi.org/10.1080/00461520.1996.9653263
Milliner, B., & Dimoski, B. (2019). Explicit listening strategy training for ELF learners. Journal of Asia TEFL, 16(3), 833. http://dx.doi.org/10.18823/asiatefl.2019.16.3.5.833
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metaconitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88. http://dx.doi.org/10.5539/ijel.v4n2p88
Pardo, D. B. (2004). Can pronunciation be taught?: A review of research and implications for teaching. Revista Alicantina de Estudios Ingleses: RAEI, 17, 6-38. Retrieved from https://idus.us.es/handle/11441/62951;jsessionid=144E07D7C0E263F0EDE4758DFC35A7EF?
Remedios, L., Clarke, D., & Hawthorne, L. (2012). Learning to listen and listening to learn: one student's experience of small group collaborative learning. The Australian Educational Researcher, 39(3), 333-348. https://doi.org/10.1007/s13384-012-0064-x
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135-137. Retrieved from https://pdfs.semanticscholar.org/de01/31a59f6c0db57be1aea59ff4b225189a25b9.pdf
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlehofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University.
Vandergrift, L. (2003). From prediction through reflection: Guiding students: Through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440. https://doi.org/10.3138/cmlr.59.3.425
Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual Review of Applied Linguistics, 24, 3-25. https://doi.org/10.1017/S0267190504000017
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Wang, M., & Hu, F. (2018). Construction and verification of effectiveness of English listening teaching model based on interactive model theory. Theory and Practice in Language Studies, 8(7), 823-828. http://dx.doi.org/10.17507/tpls.0807.13
Wang, Y. Y. (2017). Reform and teaching strategies of listening questions in CET-4. Higher Finance and Economics Education Research, 20(1), 64-68. doi: 10.13782/j.cnki. 2095-106X.2017.01.012
Xu, X. Y. (2019). The causes of college students' English listening anxiety and its coping strategies. Journal of Guangxi Normal University of Science and Technology, (1), 23. Retrieved from http://www.cnki.com.cn/Article/CJFDTotal-LZSZ201901023.htm
Yan, J., & Yang, H. Z. (2006). The English proficiency of college and university students in China: As reflected in the CET. Language, Culture and Curriculum, 19(1), 21-36. https://doi.org/10.1080/07908310608668752
Yeldham, M. (2018). L2 Listening instruction: More bottom-up or more top-down?. Journal of Asia TEFL, 15(3), 805. http://dx.doi.org/10.18823/asiatefl.2018.15.3.16.805
Yeldham, M., & Gruba, P. (2014). Toward an instructional approach to developing interactive second language listening. Language Teaching Research, 18(1), 33-53. https://doi.org/10.1177/1362168813505395
Yeldham, M., & Gruba, P. (2016). The development of individual learners in an L2 listening strategies course. Language Teaching Research, 20(1), 9-34. doi: 10.1177/1362168814541723
Zanjani, B. A., & Izadpanah, S. (2016). The impact of listening strategies on improving learners' listening skill in Iran. Journal of Language Teaching and Research, 7(6), 1089-1096. http://dx.doi.org/10.17507/jltr.0706.04
Zheng, Y., & Cheng, L. (2008). Test review: College English Test (CET) in China. Language Testing, 25(3), 408–417. https://doi.org/10.1177/0265532208092433
Zhu, J. (2012). Based on the CET-4 new listening question type, how to improve the listening ability of college students-Taking the non-English major students of the school of software engineering of Guangzhou University as an example. Examination Weekly, (72), 9-10. Retrieved from http://www.cnki.com.cn/Article/CJFDTotal-KDZK201272008.htm
Brown, J. D., & Hilferty, A. (1986). The effectiveness of teaching reduced forms of listening comprehension. RELC Journal, 17(2), 59-70. https://doi.org/10.1177/003368828601700204
Chang, A. C. S. (2008). Listening strategies of L2 learners with varied test tasks. TESL Canada Journal, 1-26. https://doi.org/10.18806/tesl.v26i1.127
Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. https://doi.org/10.2307/40264527
Cheng, Y. H., & Good, R. L. (2009). L1 glosses: Effects on EFL learners' reading comprehension and vocabulary retention. Reading in A Foreign Language, 21(2), 119-142. Retrieved from https://eric.ed.gov/?id=EJ859583
Elbers, E., & Streefland, L. (2000). Collaborative learning and the construction of common knowledge. European Journal of Psychology of Education, 15(4), 479. https://doi.org/10.1007/BF03172989
Elttraining. (2015, September 25). Teaching listening 2 -bottom up processing [Video file]. Retrieved from https://www.youtube.com/watch?v=5gGcByGChSI
Field, J. (2004). An insight into listeners' problems: too much bottom-up or too much top-down? System, 32(3), 363-377. https://doi.org/10.1016/j.system.2004.05.002
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York, NY: Cambridge University Press.
Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001
Guixia, S. (2016). Constructivism in audiovisual and speaking teaching of University. Higher Education of Social Science, 10(2), 16-20. doi:10.3968/8182
Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513
Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41(4), 397-420. https://doi.org/10.1016/j.compedu.2003.07.001
Hu, F. (2017). A study on Chinese EFL learners' phonetic obstacles to listening comprehension. Journal of Language Teaching and Research, 8(2), 404-410. doi:10.17507/jltr.0802.25
Kerr, N. L., Seok, D. H., Poulsen, J. R., Harris, D. W., & Messe, L. A. (2008). Social ostracism and group motivation gain. European Journal of Social Psychology, 38(4), 736-746. https://doi.org/10.1002/ejsp.499
Kobayashi, A. (2018). Investigating the effects of metacognitive instruction in listening for EFL learners. Journal of Asia TEFL, 15(2), 310. doi:10.18823/asiatefl.2018.15.2.4.310
Li, B., & Siu, I. (2009). Developing students' affective attitude in primary English foreign language classrooms in the People's Republic of China. Pedagogy, Culture & Society, 17(2), 221-236. https://doi.org/10.1080/14681360902934467
Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers' perspectives. The Journal of Asia TEFL, 9(4), 79-111. Retrieved from https://search-proquest-com.ezproxy.lib.monash.edu.au/docview/2266423537/BEFCDEA5EBF84BF1PQ/1?accountid=12528
Lin, H. Y., & Zhang, Q. (2016). The status and strategies of college English listening teaching. Science and Education, (3), 81. doi: 10.16871/j.cnki.kjwhc.2016.03.077
Liu, B., & Wang, X. Y. (2019). Analysis of the causes of college students' English listening anxiety and coping strategies. Reading and Writing, (3), 5. doi:10.16071/j.cnki.cn51-1650/g4.2019.03.005
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373. https://doi.org/10.1177/0022487108322110
Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second. Educational Psychologist, 31(3-4), 151-161. https://doi.org/10.1080/00461520.1996.9653263
Milliner, B., & Dimoski, B. (2019). Explicit listening strategy training for ELF learners. Journal of Asia TEFL, 16(3), 833. http://dx.doi.org/10.18823/asiatefl.2019.16.3.5.833
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metaconitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88. http://dx.doi.org/10.5539/ijel.v4n2p88
Pardo, D. B. (2004). Can pronunciation be taught?: A review of research and implications for teaching. Revista Alicantina de Estudios Ingleses: RAEI, 17, 6-38. Retrieved from https://idus.us.es/handle/11441/62951;jsessionid=144E07D7C0E263F0EDE4758DFC35A7EF?
Remedios, L., Clarke, D., & Hawthorne, L. (2012). Learning to listen and listening to learn: one student's experience of small group collaborative learning. The Australian Educational Researcher, 39(3), 333-348. https://doi.org/10.1007/s13384-012-0064-x
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135-137. Retrieved from https://pdfs.semanticscholar.org/de01/31a59f6c0db57be1aea59ff4b225189a25b9.pdf
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlehofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University.
Vandergrift, L. (2003). From prediction through reflection: Guiding students: Through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440. https://doi.org/10.3138/cmlr.59.3.425
Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual Review of Applied Linguistics, 24, 3-25. https://doi.org/10.1017/S0267190504000017
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Wang, M., & Hu, F. (2018). Construction and verification of effectiveness of English listening teaching model based on interactive model theory. Theory and Practice in Language Studies, 8(7), 823-828. http://dx.doi.org/10.17507/tpls.0807.13
Wang, Y. Y. (2017). Reform and teaching strategies of listening questions in CET-4. Higher Finance and Economics Education Research, 20(1), 64-68. doi: 10.13782/j.cnki. 2095-106X.2017.01.012
Xu, X. Y. (2019). The causes of college students' English listening anxiety and its coping strategies. Journal of Guangxi Normal University of Science and Technology, (1), 23. Retrieved from http://www.cnki.com.cn/Article/CJFDTotal-LZSZ201901023.htm
Yan, J., & Yang, H. Z. (2006). The English proficiency of college and university students in China: As reflected in the CET. Language, Culture and Curriculum, 19(1), 21-36. https://doi.org/10.1080/07908310608668752
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