A Study on Cultivating Micro-Skills in College English Listening

This study conducts a survey of 211 university students to examine their autonomous learning behaviors, application of micro-skills in listening, difficulties, and learning needs. The findings reveal that students invest insufficient time in autonomous listening practice, have only a vague understanding of micro-skills in listening, and exhibit notable deficiencies in core abilities such as rapid response, listening while note-taking, and sound&intonation discrimination. Traditional listening teaching models are characterized by weak interactivity, an emphasis on outcomes over processes, and inadequate cultural integration, thus failing to meet students' needs. Based on these findings and in light of the requirements of College English listening instruction, this paper proposes innovative strategies, including the integration of language games, optimization of training methods, enhanced process-oriented guidance, and enrichment of learning resources, aiming to improve college students' English listening proficiency and promote reform in College English listening instruction.