A Study Of Listening Strategy Training In Web-Based Self-Access Learning

College English Curriculum Requirements (Trial Version) emphasizes the importance of self-access, that is, students take responsibility of their own learning in web-based self-access center and determine their progressions based on their learning and learning needs. In recent years, self-access learning has attracted much attention in second language teaching and research; however, empirical studies are still rare to find about the effectiveness of strategy training related to self-access listening learning.This thesis reviews the literature of self-access learning, listening comprehension, learning strategy and strategy training, and meanwhile, on the basis of O'Malley & Chamot's (1990) learning strategy theory and Oxford's (1990) strategy training model, the author conducts a 16-week experiment with 90 freshmen from Shanghai Second Polytechnic University as research subjects. These students are divided into two groups: experimental group and controlled group, practicing listening together in the same self-access center. Before the experiment, students of both groups are asked to take a listening test and complete a questionnaire on their use of listening strategy in self-access learning, the analysis of which helps the author devise and implement specific strategy training on the experimental group.Research findings prove that: (1) self-access learning combined with listening strategy training can help improve students' awareness of strategy use and their listening comprehension; (2) self-access learning combined with listening strategy training can greatly facilitate students' autonomy and thus promote the efficiency of their learning.