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m would be taught in target language in late primary school or early middle school. The following characteristics are common to those three forms of immersion education: First, target language is employed as a means of teaching; Second, the target language teacher must be a native speaker; Last, the teacher should master two languages and have abundant experiences in second language teaching. The essential principle of this theoretical model is language acquisition by Krashen. In his theory, it is not necessary to learn the whole grammar of a language in order to get one’s meaning across, and it’s possible to acquire native-speaker language competence. The second language learning is a natural、subconscious acquisition, so children acquire grammatical rules naturally by communication. He pointed out that acquisition play an important part in communication, and communication creates conditions for the process of acquisition to take place (Krashen, 1995). 1.3 More recent interventionist immersion education research Not only have more interventionist studies now appeared in the literature since those cited in Krashen (1965), but also they do some researches on it. Here we will briefly review that dealt with immersion education in china. The most famous interventionist study on immersion education had been carried out for junior college students of English course in China (Liu Xiangfu and CaiYun, 1997). It was an experiment involving thirty-two college students of sophomore-level (grade two) English in the experimental group and twenty-three in the control group. The experimental group was given English immersion education for one semester (18 weeks). The control group also study English for the same period but they received traditional approach. The findings showed that, although the overall performance of the two groups was not significant different by the end of the experiment, the students involved in the immersion course better than the students in the traditional course in both productive and receptive skills. The results of the research indicated that the immersion education could be an alternative of supplement to the traditional approach for college English study in China. This study set out to examine the contribution that immersion education might be an implementation or substitution of traditional s enior English course, with a particular focus on listening. The study asked the following two research questions: 1. Does the experimental group the same with the control group on students’ development of language competence after experiment? 2. Besides the listening proficiency and language competence, does the non-intelligence factors (including motivation, emotion, determination, characteristics and interest) of students in experimental group developed? 2. Research design 2.1 Sample The sample consisted of 63 students. Thirty-two students comprised the experimental group and received immersion education, while thirty-one students served as a comparison group. Both of the students of experimental group and control group are in grade 1, No.1Middle School, Tower region, with the same proportion of sex. Their school reports, capability and degree of study are comparable. None of the experimental or comparison groups had had immersion education before. That is to say, the language competence of all experimental students is equal before experimental study. Both of two groups need to study English with respective approach