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Chapter 3 Characteristics and Current Situation of Listening................... 30-38
    3.1 The Characteristics of Listening Teaching in College English................... 30
    3.2 The Current Situation of Listening Teaching...................30-35
    3.3 The Obstacles in Listening Comprehension ...................35-38
Chapter 4 Methodologies 38-47
    4.1 Research Objectives.................. 38
    4.2 Instruments ..................38-40
        4.2.1 Questionnaire.................. 39-40
        4.2.2 Test.................. 40
    4.3 Experiment Subjects ..................40-41
    4.4 Procedure of the Experiment ..................41-47
        4.4.1 Pre-listening ..................41-43
        4.4.2 While-listening..................43-44
        4.4.3 Post-listening.................. 44-47
Chapter 5 Results and Analysis.................. 47-63
    5.1 The Analysis of the Questionnaire.................. 47-56
    5.2 The Analysis of the Test.................. 56-59
    5.3 Limitations of the Research.................. 59-60
5.4 Summary ..................60-63

Conclusion

As speedy exchange between China and international organizations and countries,English listening is becoming an essential skill for authentic listening and speaking. Growingvocations require employees to speak English fluently, which stimulates teachers to look formore efficient ways to help students enhance English competence. Listening plays anincreasingly important role in English learning.Supported by related theory, the author starts her thesis with the nature and process oflistening comprehension. Then quoted by Greene and Hicks, bottom-up model，top-downmodel and interactive model of listening process are applied in Chapter two to describe thelistening comprehension. The three models guide students to listen with logical order andclear up what they have heard in the listening process. In addition to the above, the authorgives a detailed description of the classifications of context, including linguistic andnon-linguistic context. Linguistic context usually connects with the language itself,pronunciation, words, grammar and so on, while non-linguistic context relates to situationalcontext and cultural context. Theses two contexts is of great help for students' listeningcomprehension, understanding completely what the speakers said.Based on the three models and context theories, the author concludes the characteristicsof listening teaching in the university, and the current situation of listening teaching accordingto her investigation. The author finds out that there exists many problems and limitations inlistening teaching. By studying the existing teaching materials, and comparing with thecurrent situation of listening teaching, the author creatively designs tests and a questionnaireto handle the current listening comprehension situation.
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