本研究采用定量分析的方法,对186名北京邮电大学非英语专业学生使用听力策略的情况进行调查,结果发现:(1)各类听力策略按使用频率排列,其先后顺序为:社会/情感策略、认知策略、元认知策略;(2)听力策略对听力成绩有一定的预测力,但其预测能力有限,同时实验还发现认知策略与听力成绩之间未发现相关;(3)相比较而言,非英语专业大一学生对元认知策略和认知策略尚不够了解和熟悉。基于这些发现,笔者认为,在对大一新生的听力教学中,应侧重对认知策略的有针对性的训练,同时逐渐培养学生对元认知策略的掌握和运用,研究结果对听力教学和策略训练有一定的指导意义。 This study investigated the use of listening strategies of 186 non-English major students at Beijing University of Posts and Telecommunications by means of quantitative analysis. The results were as follows: (1) All kinds of listening strategies were arranged according to their frequency of use, in the order of social / affective strategies , Cognitive strategy and metacognitive strategy; (2) Listening strategy has some predictive ability on hearing ability, but its predictive ability is limited; at the same time, the experiment also found no correlation between cognitive strategy and listening achievement; (3) In comparison, non-English majors are not familiar with metacognitive strategies and cognitive strategies. Based on these findings, I believe that in the listening teaching of freshmen, we should focus on the targeted training of cognitive strategies, and gradually develop students’ mastery and application of metacognitive strategies. The results of the study on listening teaching and Strategy training has some guiding significance.