听力策略有助于我们了解促进或妨碍听力理解的行为因素，但有关听力策略的研究相对较少，对特定任务下听力策略的研究则更少。本研究以认知假说为参照，旨在研究任务类型对中国英语学习者的听力理解及听力策略的影响，并探究学习者在不同类型的听力任务中的听力理解与其所使用的听力策略之间的关系。

曹洪霞，南京师范大学外国语学院教师，南京大学外国语言学及应用语言学博士，江苏国际法治动态研究中心研究员，南京师范大学长三角基础外语教育研究中心成员。在《现代外语》《外语界》等外语类核心期刊发表学术论文多篇，出版译著一部，参译一部，参编教材两部、教辅一部。主要研究方向为应用语言学、二语习得。

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