Aims of the Study
Though the Chinese Education Ministry's College English Curriculum Requirements places a strong e in listening in university level courses, there is, to date, still a gap between the requireual teaching of listening in China. To be , instruction in the use of listening strategies has only begun in the last two decades and that instruction was o the teaching of soo-learn cognitive strategies such as listening for the main idea, paying attention to such details as nuc. Strategies for developing itive awareness, despite their crucial role in facilitating listening, have been largely neglected. The effects of ening strategy training on Chinese EFL learners' listening coely studied and little is known about the relationship between the Chinese university EFL learners' ening awareness and their listening prehension. This study aims to fill these gaps in the research.
As a of listening input, vocabulary is of prio Chinese EFL learners' listening coal vocabulary acquisition through listening is a promising source of new vocabulary. However, incidental vocabulary acquisition through listening has received little attention. In fact, to the best of the author's knowledge, there are no previous studies of incidental vocabulary acquisition through listening by Chinese learners, nor has the relationship between Chinese university EFL learners' vocabulary acquisition and their itive awareness been studied. This is another aim of the study.
In summary, the main aim of the study is to try to fill the above research gaps by investigating the relationships between Chinese university EFL learners' listening coacognitive awareness and incidental vocabulary acquisition from listening tasks.