Correlation Between English Major Sophomores’ Critical Thinking Disposition and Their Listening Comprehension Performance

Critical thinking has drawn the attention of western researchers and domestic researchers as well. The study aims to explore whether there exists correlation between sophomore English majors’ critical thinking disposition and their listening comprehension performance, and any significant difference between critical thinking disposition and listening comprehension performance in different proficiency levels. Based on the analysis of the data collected from listening comprehension tests and critical thinking disposition questionnaire, the following findings are obtained: 1) there exists significant correlation between participants’ critical thinking disposition and their listening comprehension performance in general, with truth-seeking, analyticity and systematicity at the significant level of 0.01 and inquisitiveness, maturity, self-confidence and open-mindedness at the level of 0.05 in particular; 2) critical thinking disposition is significantly correlated with conversations and news broadcasts at the level of 0.01, and with passages at the level of 0.05.; 3) there also exist differences between critical thinking disposition and listening comprehension performance at different proficiency levels, with the correlations stronger in higher groups than those of lower groups. This study indicates that English major sophomores’ critical thinking needs fostering, and there is a necessity to utilize different types of listening materials to cultivate their critical thinking dispositions.