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Introduction

Background of the Study

With further teaching reforms in College English, higher requirement have been put forward for the English listening teaching of colleges. For those freshmen, they have learned much knowledge about English, such as the usage of vocabulary, grammar, and English and American culture. They are supposed to understand English radio and TVprograms spoken at a speed of about 130 to 150 words per minute (wpm)，grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate, according to basic requirements of College English Curriculum Requirements (2007). And as for basic requirements of speaking, students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics in English.However, over a long period of time, English class for non-English majors in China has been called English reading course, believing that the training of which constitutes the ultimate aim of College English teaching. By contrast, listening is overlooked. This is especially true to students of science and engineering, whose reading competence is much better than listening competence. What's more, the result of the present listening teachingin colleges is not satisfied and there is urgent demand to change the current situation.Lacking stimulating teaching methods, most students experience only pain and boredom in the classroom. Typical problems are:

进一步在大学英语教学改革，更高的要求已提出了高校的英语听力教学。对于那些新生，他们学到了很多知识，对英语，如使用的词汇，语法，英语和美国文化。他们应该明白讲的英语广播和电视节目的速度每分钟约130至150个单词（WPM），抓的主要思路和重点。他们预计将能够运用基本的听力策略，方便，根据大学英语课程教学要求（2007年）的基本要求。为基本要求讲，学生应该能够用英语进行交流，在学习的过程中，在一个给定的主题进行讨论，并用英语谈论日常话题。然而，在很长一段时间，被称为在中国非英语专业学生的英语课英语阅读课程，认为构成培训大学英语教学的最终目的。相比之下，听被忽视。这是特别真实的科学和工程，其阅读能力明显优于听力理解能力的学生。更重要的是，目前的听力教学在高校的结果不满意，并有迫切需求，改变目前situation.Lacking刺激教学方法，大部分学生在课堂体验只有痛苦和无聊。

Listening materials are no doubt the key-role in listening class of college. Aninteresting, integrated and coherent material can be the catalyst of English learning. Forcollege students, English learning is supposed to be cheerful and delightful. English classshould be a way to free themselves from the heavy burden of studying their own majors tosome extent. But many college students complain that they become tired of listening to thetape from beginning to the end, with its dull contents. The purpose of listening is to preparefor real life communication, but the listening materials in textbooks are only remotelyrelated to real life.Second is the monotony of class activity. At present, teachers' role in English listening class is "button-presser" and“answer-checker'‘, a pure manual labor. Some teachers adhere to their own experience andare not willing to shift some traditional rules. They seldom have a chance for anexchanging teaching experience every year to keep up with the new trends of teachinglistening. As for tasks and activities in listening class，they consider less or omit* this partdue to various limitations, such as the large number of students，the limited time. It is easyto see how bored listeners get in the listening classroom. In fact，all the listeners get inputonly by the auditory way. The simple teaching mode，the single form of class organization,and the monotony of class activity, all these illustrates how tedium and monotonous ourlistening class is.

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