Third,AT is thought to reflect the degree of individuals’acceptance for the ambiguity.For example,Mclain(1993)made a definition in this category.He argued that when definingAT,“ambiguity”and“tolerance”should be first clarified respectively.
2.2 The Definition and Classification of Listening Strategies
In this section,the definition of listening strategies and their classification will bedemonstrated respectively.2.
2.1 The Definition of Listening Strategies
Similar to the definition of AT,there are no universally agreed point of views on thedefinition of listening strategies.Different researchers offered different definitions fromdifferent perspectives.The following is the demonstration of three main viewpoints on thedefinition of listening strategies.
First,listening strategies are considered as specific behaviors and methods that aidindividuals’listening.For example,Ho(2006,cited in Yulisa,2018)made a definition forlistening strategies that they were skills or methods listeners adopted for the purpose ofcompletely understanding the spoken input.Yan Shuying(2015)clarified that listeningstrategies were learners’specific behaviors and measures that occurred in the listening process and helped improve listening efficiency.Such definitions provide some enlightenment forresearchers to devise tools used for measuring listening strategies.However,they neglect theimportance of listeners’mental activities to listening comprehension to some extent.
Second,listening strategies are defined as individuals’internal mental processes that aidlisteners in finishing their listening tasks.For example,O’Malley et al.(1989)claimed thatlistening strategies were the mental processes that were activated to help listeners comprehendand obtain the new information in the listening process.The definitions of listening strategiesin this category highlight the functions of psychological activities in individuals’listeningprocess.Nevertheless,the significance of explicit actions listeners take in the listeningprocess is ignored to a certain extent.
Chapter Three Theoretical Basis...................15
3.1 Meta-cognitive Theory..............................15
3.2 Cognitive Dissonance Theory..........................16
Chapter Four Research Design...............................18
4.1 Research Questions.............................18
4.2 Research Subjects..............................18
Chapter Five Results and Discussion.....................26
5.1 The Status Quo of EAT and the Use of Listening Strategies among Senior HighSchool Students...............26
5.1.1 The Status Quo of EAT........................................26
5.1.2 The Status Quo of the Use of Listening Strategies......................29
Chapter Five Results and Discussion
5.1 The Status Quo of EAT and the Use of Listening Strategies amongSenior High School Students
This section will present relevant results and discussion in two aspects:the status quo ofEAT and the status quo of the use of listening strategies.
5.1.1 The Status Quo of EAT
In this section,the results and discussion will be demonstrated from two perspectives:the overall status quo of EAT and the status quo of EAT in different dimensions.5.1.1.1 The Overall Status Quo of Students’EAT
As is mentioned in Chapter Four,EAT questionnaire applies a five-point Likert formatwith higher scores representing the higher degree of individuals’EAT.Also,its total scoresrange from 12 to 60.Meanwhile,the median score in the whole questionnair
