| This thesis reports on a survey study of the relationship between the listening strategy use by students and the listening strategy instruction by teachers. The aim of the study is to provide theoretical and statistical evidence for listening strategy training and some tentative suggestions for listening instruction.The participants in this study were 109 first-year non-English majors and 20 college English teachers from different departments of Yunnan Normal University Business School. Based on O'Malley and Chamot's classification (2001), the questionnaires were designed which covers three major categories: metacognitive, cognitive and social\affective strategies. Descriptive statistics and T-test in SPSS 13.0 were used to analyze the data.The findings of this research indicate that the most difficult problem students confront in listening is vocabulary and idiom. In general, the overall strategy use by students is at a medium frequency level, that is to say, students sometimes use listening strategies. As for the subcategories, students only usually use inferencing and elaboration strategies. The frequency of strategy instruction by teachers is higher than that of strategy use by students. The comparison between the strategy use by students and the strategy instruction by teachers shows that there is significant difference between them. Although teachers usually teach strategies, students only sometimes use them. Despite such difference, the author also finds that strategies which are used most frequently by students are those usually taught by teachers. There is a positive correlation between them.Based on the above findings, this thesis points out that in listening teaching, teachers should enlarge students'vocabulary in listening comprehension, cultivate students'awareness of using strategies, pay more attention to some key strategies and organize strategy training in proper pedagogical sequence. Finally, some tentative suggestions for English teachers are presented.
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