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formation by themselves. Students not only gain some information from listening materials, but also learn knowledge about social or culture of English countries through their active acquisition. They are interested in these materials, and become initiative learners. 2.2.2Data analysis procedures We made a pre-test before experimental study. The limitation of time is 120 minutes, and total mark is 150. Listening part takes up 30. The content of pre-test include listening, grammar, reading, cloze, proof-reading and writing (See Table 2.2.1 and Table 2.2.2). Table2.2.1 Average marks and standard deviation (SD) of pre -test Group Size Male/female Total average mark Total SD Listening average mark Listening SD Comparison 31 12/ 19 109.8 12.9 17.8 2.3 Experimental 32 12/ 20 109.9 4.1 18.3 2.9 Table2.2.2 Average marks in each item of pre-test Group Listening Grammar Cloze Reading Proof-reading Writing Comparison 17.8 11.2 20.8 37 6.2 16.8 Experimental 18.3 11.6 20.5 37.1 6.0 16.4 The form of the test is similar with College Entrance Examination (CEE). It is a complex test paper from HuangGang middle school. The purpose of pre-test is to identify the comparable of these two groups before experiment. Two groups also need to have a post-test after have studied for experiment. It is more difficult than pre-test, but has the same form as pre-test (See Table 2.2.3). Table2.2.3 Average marks in each item of post-test Group Listening Grammar Cloze Reading Proof-reading Writing Comparison 16.9 11.5 19.6 36.0 5.3 15.9 Experimental 19.6 11.6 20.3 36.9 5.8 16.4 After post-test, we can easily see from the tables that the experimental group and the comparison group are different from each other. In order to get out the findings, we made a further research on these two groups by combining the qualitative analysis with quantitative analysis. We not only did the pre-test and the post-test, but also made a questionnaire. 3. Findings and discussion 3.1Research question1: Does these two group students the same on the development of listening competence? In response to our first research question, comparing with two groups students’ development of listening competence, the results of analysis show that the experimental group is apparently superior to the traditional group (See Table3.1.1). Table 3.1.1 Average marks and standard deviation (SD) of post-test Group Size Male/ female Total average mark Total SD Listening average mark Listening SD Comparison 31 12/ 19 105.2 17.2 16.9 4.8 Experimental 32 12/ 20 110.5 12.3 19.6 2.1 According to table 3.1.1, we know that the listening standard deviation (SD) of experimental group is above the control group about 2.7, and total average mark 5.3, total standard deviation (SD) 4.9. We also know the differences between two groups (See Table 3.1.2). Table 3.1.2 Compare listening average marks between pre-test & post-test Group\Test Listening average mark Listening SD Pre-test Post-test Bias Pre-test Post-test Bias Comparison 17.8 16.9 -0.9 2.3 4.8 -2.5 Experimental 18.3 19.6 +0.3 2.9 2.1 +0.8 Table3.1.3 Compare total average mark between pre-test & post-test Group\Test Total average mark Total SD Pre-test Post-test Bias Pre-test Post-test Bias Comparison 109.8 105.2 -4.6 12.9 17.2 -4.3 Experimental 109.9 110.5 +0.6 14.1 12.3 +1.8 According to table 3.1.2 and table 3.1.3, post-test is more difficult than pre-test. In comparison group, the total average mark and listening