Abstract

This study aims at exploring the effects of note-taking strategy on passage listening performance of college students and its implications for listening teaching. For this purpose, the author carried out a study for 15 weeks in Inner Mongolia University for Nationalities. The subjects are divided into experimental class and control class. The teaching method used in the experimental class focuses on incorporating the note-taking strategy training into listening courses and the teaching method used in the control class follows the normal one without the training process of note-taking strategy. The instruments include the pre-test, the post-test, pre-questionnaire and post-questionnaire, and the data collected from the study are analyzed through SPSS17.0.

The major findings show note-taking strategy has a positive effect on college students’ passage listening comprehension. After a period of note-taking training, students’ comprehensive competence in listening has improved to some extent. 2) Taking notes as much as possible is not an efficient way to get high-quality notes. The number of questions answerable from the notes is proved closely correlated with achievement of listening comprehension. The other three indices of the total number of notes, the content words notes and the notations have no significance with subjects’ quality of answer.

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