1. Introduction
1.1 Significance of the present study
1.2 Purpose of the present study
1.3 Need for strategy training research
1.4 Definition of terms
1.4.1 Learning strategies
1.4.2 Classification of learning strategies
1.4.3 Listening strategies
1.4.4 The classification of listening strategies
2. Literature review
2.1 The study of learning strategies
2.1.1 The scope and focus of recent research on learning strategies
2.1.2 The study of listening strategies
3. Theoretical foundation and model of the study
3.1 Theoretical foundation： O' Malley &Chamot' s cognitive theory
3.2 The training model
4. The study
4.1 Research hypothesis
4.2 Methodology，
4.2.1 Subjects
4.2.2 Materials
4.2.3 Instruments
4.2.3.1 QELS （questionnaire for English-listening strategies）
4.2.3.2 Listening diaries
4.2.3.3 Two CETS-4
4.2.4 The procedure of data collection and analysis，
4.2.5 Pilot work
4.2.5.1 Needs analysis
1） Findings from the QELA
a） Findings from Part A of QELS
b） Findings from part B of QELS
2） Findings from the pre-test
4.2.5.2 Training plan
4.2.6 Training procedure
5. Findings
5.1 Findings from the post-test.
5.1.1 English listening competence
5.1.2 Whole English competence
5.2 Findings from the dairies
5.3 Findings from part C of QELS
6. Conclusion and implications
6.1 Conclusion and discussion
6.2 Implications
6.2.1 The implications for language lemming programs
6.2.2 Pedagogical implications
6.2.2.1 The significance of mastery of metacognJtive learninI and social/affective strategies for freshmen
6.2.2.2 The significance of English majors' mastery of metacognitive listening strategies
6.3 Limitations of the study
6.4 Suggestions for further research
Note，
Bibliography
Appendices
Appendix 1
Appendix 2
Acknowledgements
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