Fang Shuyuan

Hangzhou Dianzi University Information Engineering College

Abstract：

Listening comprehension is widely acknowledged as a basic but challenging skill for English as a Foreign Language (EFL) learners in China. As the curriculum reformation and higher education development, English listening teaching in Chinese universities continues to focus on examination requirements rather than on daily life communication. This paper reviews policy documents, theoretical work, and empirical studies on listening pedagogy in Chinese tertiary education. It examines four questions: what kinds of listening are used in classrooms, what strategies students report using, how out-of-class listening fits in, and how teachers approach instruction. The findings show a clear gap between the goals of the College English Curriculum Requirements and the test-centred, skill-isolated teaching that actually happens. This mismatch is able to weaken students' motivation, strategy choice, and long-term progress. The paper suggests more attention to extensive and interactive listening, explicit strategy instruction, and alignment of assessment with authentic listening tasks.

Key Words：

english listening; listening strategies; college English education