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聽力策略有助於我們瞭解促進或妨礙聽力理解的行為因素，但有關聽力策略的研究相對較少，對特定任務下聽力策略的研究則更少。
本研究以認知假說為參照，旨在研究任務類型對中國英語學習者的聽力理解及聽力策略的影響，並探究學習者在不同類型的聽力任務中的聽力理解與其所使用的聽力策略之間的關係。
曹洪霞，南京師範大學外國語學院教師，南京大學外國語言學及應用語言學博士，江蘇國際法治動態研究中心研究員，南京師範大學長三角基礎外語教育研究中心成員。在《現代外語》《外語界》等外語類核心期刊發表學術論文多篇，出版譯著一部，參譯一部，參編教材兩部、教輔一部。主要研究方向為應用語言學、二語習得。
Chapter One Introduction
1.1 Motivation for the research
1.2 Significance of the research
1.3 Overview of the book
Chapter Two Definition of Key Terms and Theoretical Background
2.1 Definition of key terms
2.1.1 Terms related to task type
2.1.2 Terms related to listening comprehension
2.1.3 Terms related to listening strategies
2.2 Theoretical background
2.2.1 The Cognition Hypothesis
2.2.2 The listening strategy approach
Chapter Three Related Studies and Research Gaps
3.1 Review of empirical studies
3.1.1 Studies on task type effects on listening comprehension
3.1.2 Studies on listening strategies
3.2 Research gaps
Chapter Four Methodology
4.1 Research questions
4.2 Research design
4.2.1 Study 1
4.2.2 Study 2
Chapter Five Results and Discussion
5.1 The influence of task type on listening comprehension
5.1.1 Task type effects on overall listening comprehension
5.1.2 Task type effects on different dimensions of listening
comprehension
5.2 Task-related listening strategies and listening comprehension
5.2.1 Task-related listening strategies and tactics
5.2.2 The listening strategies and tactics inventory
5.2.3 Task-specific cognitive strategies and tactics
5.2.4 Task-specific metacognitive strategies and tactics
5.2.5 Strategy use and listening proficiency
5.3 Associations of listening strategies with listening
comprehension
5.3.1 Global comprehension and local comprehension
5.3.2 Literal comprehension and inferential comprehension
5.4 Discussion
5.4.1 The role of task complexity in listening comprehension
5.4.2 Susceptibility of local and literal comprehension to task
type
5.4.3 Listening strategies and listening proficiency
5.4.4 Task type effects on the long-term learning effects of
listening tasks
Chapter Six Major Findings, Implications and Limitations
6.1 Major findings
6.2 Implications
6.2.1 Theoretical implications
6.2.2 Pedagogical implications
6.2.3 Methodological implications
6.3 Limitations and suggestions for future research
References
Appendices
Appendix A:The listening passage
Appendix B:The six treatment tasks
Appendix C:The two post-tests
Appendix D:Division of idea units
Appendix E:Information of the interview participants
Appendix F:The interview questions
