Survey On College Students' Listening Strategy Training Effect In Multimedia Listening Class

College English teaching has been reformed in the recent years in accordance with the issue of New College Curriculum Requirements, especially after the computer technology is strongly advocated to be adopted in the teaching process, thus has come into being the prevailing application of Computer Assisted Language Learning (CALL), which has been widely applied in the listening and speaking English class in particular. Different from the traditional teaching that emphasizes the linguistic points and grammars, this kind of teaching focus has also been shifted from teacher-centred and passive instruction to autonomous learning of the students. However, the listening ability of students is still not as strong as expected and the listening teaching sometimes is not stressed as it should be. Therefore how to foster learners'listening ability so as to enhance their overall competence in the computer assisted language learning environment and promote their autonomous learning ability accordingly, which the latter has been claimed to be the final goal of learning become a great concern for present English listening teaching.As we know, many factors are found to contribute to the effectiveness of listening, among which the listening strategy that draws more attention on the learner itself becomes the concern of college English teaching. Whether it works to the students for improving their listening competence and autonomous learning ability in the multimedia based learning environment by receiving systematic and continuous training of listening strategy become the focus of this paper. In the research, altogether 120 freshman from two classes of non-English major are selected for the experiment, both of which are receiving autonomous English listening classes in multimedia environment; one class is chosen as the experimental group and is provided with a10-week long systematic training of listening strategy while the other is the control group with normal teaching methods and schedule. In addition, students from both classes are required to finish one questionnaire concerning listening strategy use and the other concerning autonomous learning twice at the beginning and ending of the experiment respectively. In order to verify listening strategy training's effect on students'listening ability and learner autonomy, two listening quizzes and a final examination that aims to find out students'overall language ability will also be provided in the experiment. Moreover, bearing the idea of individualized education, the author also conducts a face-to-face interview about the training of listening strategy in both groups. The interviewees are chosen by different language competence of high, medium and low level with two interviewees at each level.Based on the analysis of experimental data, the author finds that listening strategy training does works to improve students'listening ability and to enhance their learner autonomy as well; meanwhile the strategy use frequency is enhanced for the experimental group compared with the control group; moreover, it is demonstrated that students'learner autonomy is strongly correlated with their learning competence; among three types of listening strategies, mata-cognitive strategy works best for students in the autonomous learning environment.