【正文】 t teach this course in examinationoriented way. However, only 27% of the teachers think they achieve the teaching goals, 73% of the teachers don’t think they achieved their teaching goals. In the study, the author found that most teachers choose some traditional exercises, such as multiplechoicesquestion and the answering question as the main measures to check the effect of students’ listening ability and listening learning, fetting that class teaching should not be equal to a test. There are some teachers choose municative approach to conduct their class teaching: nearly 40% of the teachers choose interactive activities in the listening teaching. However, by interviewing with the teachers, the author found that some of them even don39。 Lynch, 1988:2) Compared with the past pedagogy, this approach further exposed the relationship between listening and pronunciation so that it created many new ways of practice on phonemes and single sentences to improve the listener’s listening and at the same time emphasized that oral English practice must be supported with plenty of listening materials. However, the Audiolingual Method had a very limited understanding of listening. Jack amp。 then introduce some theories concerning listening learning。其中 ,聽力是最基本的語言技能 ,是進(jìn)行交流的基礎(chǔ)。 reading and writing. Among the four basic skills, listening is always regarded as the most important skill。 it’s the foundation for us to municate. According to the research that River amp。根據(jù)里弗斯和坦鉑利(River, amp。 later point out the problems caused nonEnglish majors’ poor listening。 Theodore (20xx) points out that “Students were often found to be unable transfer skills acquired through Audiolingualisim to real munication outside the classroom, and man found the experience of studying through audiolingual procedures to be boring and unsatisfying.” Taskedbased Listening Teaching Taskedbased Listening is an activity which requires learners to arrive at an oute from given information through some process of thought, and which allows teachers to control and regulate that process (Prabhu, 1987： 47). Or it is an activity or action which is carried out as the result of processing or understanding language. For example, drawing a map while listening to an instruction and performing a mand, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful pletion of the task. The use of different kinds of tasks in language teaching is said to make language teaching snore municative since it provides a purpose for a 4 classroom activity which goes beyond the practice of language for its own sake (Richards et a1., 1985). Any classroom work which involves learners in prehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of pleteness, being able to stand alone as a municative act in its own right (Nunan, 1993). To sum up, task could be defined basically as follow: a task is an activity that requires learners to use the target language, with meaning at the core, to achieve an objective, and the current situation in Ankang University goes against it. Because of these reasons, some problems are caused. 3. Research design and result discussion Research design This section is to investigate the teachers’ understanding of listening and listening teaching, and the nonEnglish majors’ problems in and out of class. So as to provide useful date on how to conduct the class teaching for the teachers, and how to learn in and out of class for the nonEnglish majors. In this investigation, the author would like to use questionnaires. The popularity of questionnaire is due to two characteristics of it: it is easy to construct。t know what the interactive activity is. So we need to consider what teachers should teach students and how to teach listening. Second, after investigation, the author found nearly % of the students don’t have good listening habit. Only % of the students practice listening one hour a day, but some of them choose improper materials. % of the students listen to English twice or three times a week. The author feels very sorry that % of the students don’t practice listening at all after class. More than % of the students told the author that they couldn’t understand the normal speed listening materials, because it is hard for them to get information through this kind of materials. In the daily life, they have got used to the slow speed of speech of the teachers and the 7 text tapes. When listening to one material of normal speed, they have no time to memorize or think what it says. So they found it difficult to follow. The author also interviewed 50 of the participants for the materials they listened to, and the result is that they choose English films and listening materials from CET4 and CET6 examinations papers. These information are reliable, through the overall analysis and refer to other educators’ achievements, the author have some suggestions in improving nonEnglish majors’ listening ability. 4. Problems caused the nonEnglish majors’ poor listening As the author has mentioned in the previous part, the reason why nonEnglish majors have a poor listening is caused by listening materials, teaching methods and the students themselves. In this part the author analyzed the causes of these problems. Problems in listening materials The audiolingual method emphasized that oral English practice must be supported with plenty of listening materials. Through the research the author finds that the listening materials used by students and teachers have the following problems. Monotonous listening materials Most students in A