【正文】 language can not be separated from the environment in which it is created. Background knowledge is made up of cultural and topic background knowledge, which are factors that affect listening prehension. Culture is reflected in language. Nowadays, most listening materials which students in Ankang University used in class and other conditions were written before and relate to some stories, which were designed by someone. There are seldom different kinds of materials which have various topics. Thus, most students can’t understand listening materials of certain difficulty degree, especially about science, psychics and physiology, which have too many technical terms. Although to do more listening is an active means of improving one’s listening ability. Listening ability is not pletely determined by the times students do listening practice or the lengths and difficulty degrees of what they listen to. 8 Wangqiang said in her book in 20xx that listening is not an isolated language skill, which is not only connected and affected by speaking, reading and writing, but also is the integrated reflection of one39。 to raise topicrelated questions to get efficient and valid data. Before the distribution of the questionnaire, it was stressed that this questionnaire was designed for collection of information helpful to improve the nonEnglish majors’ listening ability, thus the data will be treated carefully, and the participants39。 and it is capable of gathering a large amount of information quickly on a form that is readily processible (Dornyei, 20xx). McDonough (1997) also summarizes the advantages of questionnaire research as follows: The information needed is controlled by the questionnaire。 Mendelsohn 1995。 finally give suggestions to solve these problems in terms of educational theory. 2. A literature review The importance of English listening As we all know, China has entered into the WTO and has held the Beijing 20xx Olympic Games and the 20xx Shanghai World Expo. successfully. China is in urgent need of many different kinds of professionals with a super ability of English language proficiency, and English has bee a craze nowadays. “The four skills listening, speaking, reading and writing have been greatly improved on the part of Chinese students. However, in China, the four skills have not developed at the same rate. For most students listening and speaking remain the most difficult skills to master. After over ten years of learning English, most students couldn’t understand what foreigners say let alone talk with them. Therefore, to cultivate students’ ability of listening is the first and foremost requirement of English teaching in college in our country” (文秋芳， 1995： 131). Most teachers think they can improve students’ listening ability by saying 2 English as much as possible during the class, letting students do daily report at the beginning of the class, using CAI（ Computer Assisted Instruction） and so on. As the ability to municate effectively in English is now a wellestablished goal in English language teaching, the importance of listening prehension in munication has been widely accepted. The point has been frequently made that when one is engaged in munication, he devotes approximately 9% of his attention to writing, 16% to reading, and 30% to speaking, but he devotes 45% to listening. Besides, listening plays a key role in second language acquisition. The Input Hypothesis put forward by Krashen (1981) claims that a considerable amount of prehensible input is indispensable for successful second language acquisition to take place. And he goes further to indicate that the major channel for meaningful input is the “auditory channel (Krashen, 1982: 103)” The point has been frequently made that when one is engaged in munication, he devotes approximately 9% of his attention to writing, 16% to reading, and 30% to speaking, but he devotes 45% to listening (Rivers amp。 這些問題主要表現(xiàn)在 聽力材料、老師的教學(xué)方法與學(xué)生的學(xué)習(xí)方法上， 本文 以 “聽說法”與“任務(wù)型教學(xué)法”的理論 為指導(dǎo) ， 提出了 提高 非英語專業(yè) 大 學(xué)生的 英語 聽力水平 的 建議。 and Temperly, .) 的統(tǒng)計 , “聽”在交際活動中所占比重45%。 suggestions ii 大 學(xué)生英語聽力水平的 調(diào)查與研究 —— 以安康學(xué)院為例 羅正杰 （安康學(xué)院外語系，陜西安康， 725000） 摘要 ： 語言是人類參與交際活動的工具 ,人類學(xué)習(xí)語言的目的是能跟別人交換信息。 and Temperly had done, listening skills occupy about 45% when we do social activities. Through investigation the author finds that nonEnglish majors in Ankang University have many problems in learning English listening. In order to find the reasons and to put forward the suggestions, 15 teachers and 500 nonEnglish majors have been investigated through questionnaires and facetoface interview. The data shows that these problems are caused by teachers and students themselves. They are mainly reflected on listening materials, teachers’ teaching methods and students’ learning methods. This paper provides suggestions to improve nonEnglish majors’ listening ability from the perspective of “the Audiolingual Method” and “the Taskbased English Listening Teaching”. Key words: Ankang University。 generally it includes listening。 speaking。 nonEnglish majors。英語學(xué)習(xí)是一門綜合技能的學(xué)習(xí)，它大體包括了聽、說、讀、寫這四種基本技能。但是通過筆者 的調(diào)查，發(fā)現(xiàn)安康學(xué)院非英語專業(yè)學(xué)生在英語聽力學(xué)習(xí)中存在很多問題。 關(guān)鍵詞： 安康學(xué)院； 非英語專業(yè)學(xué)生； 英語聽力學(xué)習(xí)； 問題； 建議 iii Contents Abstract in English.......................................................................................................... i Abstract in Chinese ........................................................................................................ ii Contents........................................................................................................................iii 1. Introduction ............................................................................