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Hearing as an important one in the four basic skills in English, plays a pivotal role in the international exchange and learning English. However, in reality the learning life listening weaknesses of many students is that they need to face a difficult problem. When listening, most students will learn the center of gravity on the use of the accumulation of vocabulary and language knowledge, often ignore the use of learning strategies. This led to their learning efficiency is not high, the results improve slowly. As learning strategies proposed in recent years, there is a growing emphasis on the important role played by the strategy in learning them. Embrace suitable strategy for learning help is great. With in-depth research on learning strategies, listening strategies to become the second language acquisition of a new field of research in the field of listening strategies increasingly attention has been paid. Listening strategies to learning strategies for the theoretical framework, thus similar to the classification and learning strategies can be broadly divided into three categories: metacognitive strategies, cognitive strategies, social affective strategies. Three strategies plays a different role in the students' listening learning. Metacognitive strategy focused primarily on self-management, self-evaluation, self-monitoring, planning methods. Cognitive strategies include migration, the use of context scenarios, classification, interpretation, re-organization skills. Socio-affective strategies, including collaboration, ask questions for clarification purposes. Three strategies from language learners knowledge, self-management, psychological state to provide learners help. So that learners them be able to learn to develop a reasonable plan according to their own situation, to strengthen the learning of language knowledge and improve the language skills of the application of knowledge, while adjusting the self mentality in order to improve and enhance the hearing ability of the learner. The questionnaire as the main means of face-to-face interviews and talk freely as a secondary method, conducted a survey of four classes of the second year of the Institute of Education of Henan Province, 220 non-English majors. School to a tertiary institutions, the main characteristics of students: the basis of the English language learning in general, and the side branches, some of the students is not very strong interest in learning English. In this study, the use of English Listening Strategy Use these 220 students as well as students of different learning levels listening strategies differences, similarities and differences between male and female students listening strategies made a comparative study of English listening strategies on the basis of the research training recommendations. In this study consists of six parts, the first chapter briefly introduces the research background information, research, meaning, purpose. The second chapter is the theoretical framework and the literature review section, domestic and foreign defined on listening comprehension, listening process, listening mode, impact factors of the hearing, as well as the definition of learning strategies, classification, characteristics, training mode. The third chapter describes the research questions, research methods, subjects, research procedures, and data collection and collation. The relevant data discussed in the fourth chapter, aimed at discovering the use of non-English major college students listening strategies, the gifted poor students listening strategies differences, differences as well as the use of male and female students listening strategies. Chapter V results, try to make recommendations and measures. The final chapter restates and summarizes the main findings and limitations of this study.
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