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use of some listening strategies between high TOA junior highschool students and low TOA junior high school students.These listening strategiesare Planning,Selective attention,Self-evaluation(1),Inferencing(2),Note-taking,Images and sounds,L1 avoidance,Meaning-focusing,Summarizing,Questioning forclarification.In general,junior high school students with high TOA are better at usinglistening strategies than junior high school students with low TOA.These differencesin the use of strategies based on different TOA provide the basis and reference for thefollowing research design.

According to the use of listening strategies of junior high school students withhigh and low TOA levels,combined with the actual teaching,the author integratedtargeted listening strategies training into the experimental class’teaching.After theexperiment(listening strategies training),the author analyzed the data.The results showed that there are significant differences in the use of strategies between theexperimental class and the control class both in high TOA group and the low TOAgroup.For example,in the high TOA group,the students in the experimental class arebetter than those in the control class in using Inferencing(2),Note-taking,andSummarizing.In the low TOA group,after training,there are many strategies thatshow significant differences of junior high school students in the experimental classand the control class,such as Planning,Selective attention,Inferencing(2),Note-taking,Images and Sounds,L1 avoidance,and Meaning-focusing.That is to say,in the low TOA group,the students in the experimental class are better at using thesestrategies than the students in the control class after training.Therefore,we can seethat listening strategies training has an effect on the use of listening strategies ofjunior high school students both in the high and low TOA groups,but the trainingeffect on the low ambiguity tolerance group is better.

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