| Acknowledgements | 第1-5页 |
| Abstract | 第5-7页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Research background of the study | 第11-13页 |
| ·Purposes and significance of the present study | 第13-14页 |
| ·Framework of the thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-29页 |
| ·Learning strategies | 第15-22页 |
| ·Defining learning strategies | 第15-18页 |
| ·Categorizing learning strategies | 第18-20页 |
| ·Earlier classifications | 第18-19页 |
| ·Classifications in the 19905 | 第19-20页 |
| ·Related studies on learning strategies | 第20-22页 |
| ·Listening strategy | 第22-29页 |
| ·Definitions and classifications of L2 listening strategies | 第22-24页 |
| ·Empirical researches on listening comprehension strategies | 第24-29页 |
| ·Empirical researches on relationship between listening strategy use and listening proficiency | 第24-25页 |
| ·Empirical researches on listening strategy use between high proficiency students and low proficiency students | 第25-27页 |
| ·Empirical researches on listening strategy use between male and female students | 第27-29页 |
| Chapter Three Research Methodology | 第29-33页 |
| ·Research Questions | 第29页 |
| ·Subjects | 第29-30页 |
| ·Instruments | 第30-32页 |
| ·Listening strategy questionnaire | 第31页 |
| ·English listening proficiency test | 第31-32页 |
| ·Data collection and analysis | 第32-33页 |
| Chapter Four Results and Discussion | 第33-53页 |
| ·Research question one: What types of listening strategies do Chinese college non-English major students employ? | 第33-39页 |
| ·The use of the three main categories of listening strategies | 第33-34页 |
| ·Meta-cognitive strategies used by all subjects | 第34-36页 |
| ·Cognitive strategies used by all subjects | 第36-37页 |
| ·Social/affective strategies used by all subjects | 第37-39页 |
| ·Research question two: What is the relationship between listening strategy and listening proficiency? | 第39-42页 |
| ·Research question three: What are the differences in the use of listening strategies between high proficiency students and low proficiency students? | 第42-48页 |
| ·Differences in the use of strategy categories between high proficiency students and low proficiency students | 第42-44页 |
| ·Differences in use of sub-category strategies between high proficiency students and low proficiency students | 第44-48页 |
| ·Research question four: What are the differences in listening strategy use between male and female students? | 第48-53页 |
| Chapter Five Conclusion and implications | 第53-60页 |
| ·Major findings of the study | 第53-54页 |
| ·Implications for EFL teaching and learning | 第54-59页 |
| ·Cultivating students' awareness of using listening strategies in English listening comprehension | 第54-56页 |
| ·Encouraging the uses of listening strategies | 第56-59页 |
| ·Encouraging the uses of meta-cognitive strategies | 第56-57页 |
| ·Encouraging the uses of cognitive strategies | 第57-58页 |
| ·Encouraging the uses of socia/affective strategies | 第58-59页 |
| ·Limitations of the study and future directions in research | 第59-60页 |
| References | 第60-65页 |
| Appendix | 第65-68页 |
