| With the spreading and implementation of the New English Curriculum, it has been accepted that English should be taught and tested as a synthetical subject. As a result, listening comprehension is gaining more and more attention in China. However, listening comprehension is hard for Chinese middle school students, because as foreign language learners, we lack a language atmosphere and are not able to be exposed to sufficient language input.This study aims at providing some information on language learning strategies used by middle school students in China and discuss their relationship to listening comprehension. The writer also wants to set up some effective teaching models through the experiment being carried out to help middle school English teachers improve their students' listening proficiency.The survey instrument in this study is the questionnaire produced by Oxford (1990). It contains 50 items covering the metacognitive strategies, cognitive strategies, social and affect strategies. The two listening comprehension tests (pre-test and post tests) are taken from English Weekly(2004—2005). The SPSS13.0 is employed to analyze data.The findings of this study are as follows:1. Students apply learning strategies less frequently in their language study, especially listening strategies, which are of great significance in their learning.2. Students can improve their listening comprehension with the correct skills gained through strategy training as it shows in this study.3. Strategy training increases students' awareness of strategy use.The implication of this study is that strategy can be trained to improve the students' strategy using awareness and listening proficiency. Learning how to learn is as important as, if not more than, mastering the particular linguistic knowledge and language skills. Developing learning strategy system may help learners control their own learning process. Learning strategics arc not inherent, though somewhat...
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