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average mark of post-test are lower than the pre-test. And in experimental group, the marks of post-test are higher than the pre-test. That is to say, the experimental group is superior to the comparison group especially in listening proficiency. Calculating the formula of t-test, t=2.8, t (60) 0.005=2.66, for t > t (60) 0.005, we can get the answer to question 1 from the result. The experimental group differs from the comparison group on the development of listening competence. The result is that the immersion listening comprehension course is apparently superior to traditional listening comprehension approach on the development of listening competence. 3.2 Research question 2: Does the non-intelligence factors of students in the experimental group developed? In order to know the non-intelligence factors of students in immersion education, we investigate students in immersion class by interviewing them with questions. We made a design of investigation to identify the influence of non-intelligence factors (See appendix). The experimental group students answer ten questions both before test and after test (two questions represent one item: question 1 and 2 represent item 1; question 3 and 4 represent item 2; question 5 and 6 represent item 3; question 7 and 8 represent item 4; question 9 and 10 represent item 5 ). Mark 5 means approve, 1 disapprove, 4、3、2 each stands for approval degree. Below 3 stands for negative attitude, and above 3 stands for positive attitude (See table 3.2.1). Table 3.2.1 Average mark of approval degree in experimental students Items\time Before pre-test After post-test Enabling to improve the ability of communication 3.34 3.78 Embodying the principle of student-centered 3.41 3.69 Enabling to resolve the difficulties in listening 2.97 3.42 Helping to foster the ability of independent 3.53 4.51 Arousing the student’s interest in study English 3.31 3.72 T=9.55, ** p<0.01 After immersion for one semester, the non-intelligence factors of these experimental students are apparently improved. Comparing pre-test with post-test, all the average marks of approval degree are increased. More and mor e students think that immersion education in listening comprehension course enable to improve the ability of communicate, can solve the difficulties in listening and arouse their interest in study English. They believe that it embody the principle of student-centered, and could help foster the ability of independent. That’s to say: besides listening proficiency and language competence, the non-intelligence factors of the experimental group are developed. 4. Conclusion 4.1 Recapping the major findings Immersion education has made great achievements in Canada and American. In china, the purpose of senior middle school education is for the College Entrance Examination. All schools have the same syllabus and examine form, so they are inflexibility. This thesis researches on immersion model in senior English listening comprehension course. It is a good approach to senior English listening comprehension course. It would appear beneficial to encourage learners in discussions of listening comprehension. There are many advantages of the immersion education in senior English listening comprehension courses: firstly, students can acquire language naturally from authentic materials and real language circumstances in immersion listening comprehension courses. It’s good for developing linguistic awareness, raising interest