Study Of Non-English Majors’ Listening Strategies In The University Of Science And Technology

English teaching has gradually emphasized on listening and speaking as the continuous reform of college English teaching and evaluation system recently. But, the English teaching in middle schools has still stressed on the reading and writing, which is the reason why the students’ English ability has a bias towards reading and writing. So it is particularly important to cultivate students’listening and speaking skills in college English. It is indisputable that listening, serving as a basic path to acquire knowledge, is beyond all other skills. This thesis, from the perspective of listening strategies, explores the listening strategy use in English learning among non-English majors, finds out the effective strategies that affect students’ listening proficiency, and improves the students’listening capacity through the survey on the application of listening strategies among 161 freshmen of non-English majors in DUT.This study adopts the questionnaire, pretest and posttest for the source of quantitative analysis and classroom observation, interview for the basis of qualitative analysis. The experimental data are analyzed by SPSS 17.0. The frame work of learning strategies proposed by O’Malley and Chamot, is designated for the guiding theory. Thus listening strategies can be classified into metacognitive strategies, cognitive strategies and social/affective strategies. This paper accentuates the effect that listening strategy trainings will improve students’ listening proficiency, and explores the listening strategies that will meliorate students’ listening proficiency.The results indicate that there is a scope for the subjects to break through. There is a significant difference in metacognitive strategy use between male and female subjects. Secondly, the listening strategy use in pretest is far from satisfactory, such strategies as note-taking, polysemy, recalling words, concentrate on the listening material, and pay attention to the first sentence are still weaknesses for the subjects. Thirdly, the comparison between pretest and posttest shows the significant improvement in the experimental group, which identifies the efficacy and practicability of strategy-based instructions. Furthermore, this thesis presents some pedagogical implications, which are helpful not only to the English teachers’listening teaching, but to the students’listening strategy learning. Finally it discusses some limitations of the study along with some suggestions for further study in this field.