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ect to improve their listening. Applying English songsto English listening teaching can enrich the teaching materials and thus create thecolorful and interactive atmosphere.The studies on the application of English songs to listening teaching areeverywhere to be seen, for example, English songs and English pronunciation (Wang&Gan, 2009), English lyrics discrimination and English listening ability (Tang, 2009),English songs and grammar learning (Deng, 2007) etc.In addition, the studies on factors that influence the listening comprehension arealso fruitful, including linguistic factors and non-linguistic factors (Clark.H&Clark.E,1977 & D. k.Wilkins), The linguistic factors relate to the language knowledge andlanguage skills. Language knowledge includes pronunciation, vocabulary andgrammar. And at the meantime some researchers have confirmed the importance ofgrammars to listening comprehension, for example, Conrad (1985) made a study onwhether the non-native listeners paid more attention to the syntax rather than thesemantic meaning when doing the listening and thus concluded that with theimprovement of the listeners’ listening levels, they are more inclined to notice thesemantic meaning and that the listener with low listening levels more tends to rely onthe syntax. Mecartty (2000) discussed the lexcical and grammatical knowledge’srelationship with the reading and listening comprehension and then found that thelexcical and grammatical knowledge is significantly correlated with the readingcomprehension, and Liu Yanhong and Zheng Yanran (2004) made a conduct on theusage of the grammar knowledge and the enhancement of the grammaticalconsciousness and the listening and conscequently pointed out that the usage of thegrammar knowledge and the enhancement of the grammatical consciousnesscontribute a lot to the listening, etc.

1.2 Significance of the study研究意义
Recent years, along with the reform of the college English, in CET-4, CET-6,PETS, TEM and TOFELetc. listening is the major part and its scores is graduallyraised. Thus it can be seen that listening receives more attention. Under such situation,it is a great task to figure out how to teach listening in an effective way. Thus to studythe college listening teaching from many perspectives proves important, like theapplication of English songs to Englih listening teaching as mentioned above.The exsiting studies on the combination of listening and English songs largelyfocus on how to apply English songs to improve pronunciation, to enlargevocabularies, to acquire grammar, to enrich their cultural knowledge and to reduce thestudents’ anxiety. However, no studies center on the systematic comparison ofgrammatical features between listening test materials and English songs. For thisreason it is necessary to compare the grammatical features between our listening testsand English songs and help the teachers and students to understand their differencesand similarities so as to make better use of English songs to improve their listening,i.e., teachers will be clear of what to teach, to emphasize, learners will see what tolearn, to be worth noticing and text book writers will have in mind what songs shouldbe adapted to the listening comprehension teaching. Because of the importance ofCET-4 and CET-6 for most college students and the limit of this paper, CET-4 ischosen as the listening test.

1.3 Research questions研究问题
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