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摘要：From these years' CET-4, we can learn that the listening comprehension of non-Englishmajors is rather poor. And the percentage of listening comprehension is much higher andtakes up 35% of the total scores.

p;      4.3.2 Questionnaire........ 32-33
        4.3.3 Pre-test and Post-test........ 33
        4.3.4 Interview ........33-34
    4.4 Research Procedures........ 34-35
    4.5 Data Collection........ 35-37
Chapter Five Results and Reflection........ 37-53
    5.1 Analysis of the Teaching Materials........ 37
    5.2 Analysis of the Questionnaires........ 37-42
    5.3 Analysis of the Interviews ........42-46
        5.3.1 The First Round of Interview........42-44
        5.3.2 The Second Round of Interview ........44-46
    5.4 Analysis of the Pre-test and the Post-test........ 46-48
5.5 Reflection ........48-53

Conclusion

Due to the insufficiency of the present study, further investigations and research areneeded. Here are some suggestions for further explorations on developing listeningteaching and listening ability:First, all the participants studied in this research come from the same major and thesame college, and their listening proficiency are nearly at the same level because of thestudy limitations. Further studies may examine participants at different listeningproficiency levels. For instance, the same study can also be conducted on different gradesor different majors or different colleges.Next, the present study is only a cross-sectional study. But in order lo make the studymore ccmpreheiisive，a more convincing way to combine longitudinal study withcross-sectional study of studying iistening comprehension will be applied. If possible, theauthor will combine cross-culturally study further. So, it v/oulcl be better if similar studiescan be carried out to further examine the effects of chosen samples in diflereRt situations.The study is conducted with different listening tasks and different authentic materials.The experiment time is rather long enough in the studies. If so, this action research will bemore convincing and accurate.Then, concerning the interview in the research testing method, it is believed that acombination of unstructured interview with more interviewees in different listeningproficiency levels and other retrospective methods may lead to a more insightful andcomprehensive result.
Last, the study indicates that cohesion training is a way that can be used in listeningteaching in college. The teaching samples applied offered in the paper can be changed tomeet other students' need. In addition, more listening activities can be applied to teachingEnglish listening in college, which need further study.

Eferences
1Anderson, A. & Lynch. T. 1988. Listening[M]. Cambridge www.51lunwen.org/daxueyingyu/: Cambridge University Press.Andrew, D. Wolvin. 1985. Carolyn Gwynn Coakley Brown Company Publishers.
2Asher, J. 1982. Learning Another Language Through Actions[M]. Los Gatos Calif.: Sky Oaks.
3Bailey, K. M. 2006. Action Research, Teacher Research, and Classroom Research in LanguageTeaching[M]. Beijing: Foreign Language Teaching and Research Press.
4Bailett, L. 1990. Teacher Development through Reflective Teaching[M]. Cambridge: CambridgetUniversity Press.
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