ABSTRACT
On the one hand, in the English classes of middle school, the instructional emphasis is on the grammar and vocabulary, because of the stress of the entrance examination of the college. Many college students are from the provinces where the listening test doesn’t count in the entrance examination of the college. [1] These policies result in the poor performance of the students in the college English listening classes. On the other hand, the number of the listening classes are less than required in most colleges. Therefore, most college English teachers ask the students to do a lot of listening exercises after class. Because of the poor listening ability and lack of interest, few students could do as the teachers required. This phenomenon leads to the unsatisfactory progress of collge students in listening classes.
