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ish, and listening to the news of BBC or VOA, etc. (ⅱ) More reading after class From the data released from Zhang Weiyi, 46.7 % of subjects read less than one English book each term. [20] And we can see a common phenomenon that many college students usually memorize words just by buying and reciting a lot vocabulary books. However, the best way to enhance your storage of vocabulary is reading. Reading is called as a receptive skill as the same as listening. It can help us to restore something into a long-tern memory. A large scale of reading will not only enrich the size of vocabulary, but also improve your comprehensible skills, such as the ability to predict content by titles, guessing meaning by context, recognizing transitional words and what they indicate, and thus it is greatly helpful for your listening comprehension. (ⅲ) Oral communicative practice According to Krashen’s input hypothesis, input is all that is necessary for language acquisition. And the output hypothesis put forward by Swain claims that language output produced by L2 learners will enhance the accuracy and fluency of their language use. [21]. It suggests that input is the ground of output, and output in turn will greatly strengthen input. When doing oral communication, “we often shift our roles from speaker to hearer, or from hearer to speaker” [22] simultaneously, processing input and output information. Therefore, in the way of doing oral communicative practice, a learner can improve his or her listening ability as well. (ⅳ) Note-taking Both linguists and many college teachers advise or ask college students to make notes during the process of listening. It depends on the individual’s language competence and persistence. Different people will have different notes to express the same word, but they should keep in mind that the symbols or marks of their own must be intelligible. Here is an interesting example: someone draws “ ”to stand for the word “industry”. 4.2 Recommended strategies for teachers to teach listening 4.2.1 Teacher’s role For the part of teachers, he will act as a facilitator to help the students understand the text; an adviser to recommend proper listening strategies and evaluator to assess the work they have done.” [23] Some useful tips are supplied to the teacher before entering the classroom: ------ Never go into listening without preparation. ------ Never ask students to memorize. ------ Don’t worry about every word. ------ Never give students the tape-script. ------ Don’t play the tape too often (three times should be enough). [24] 4.2.2 Improvement in the teaching of pronunciation “During years of teaching of pronunciation, Zhang Weiyi finds that “ One of the obstacles in listening comprehension is that the pronunciations of words in a sentence are quite more different from those in each individual word.”[25] He attributes the problem to the lack of the phonetic knowledge and the practice of speaking and listening. He gives some advise for teaching of pronunciation. ------ Get the students to know the importance of pronunciation of English. ------ Make the students be familiar with the names of the articulation, organs or apparatus, explain how to produce the correct phonetic symbols. ------ Make comparison between the phonemes to similar sounds, such as [ i ] [ i: ], [ r ][ ʒ ]. ------ Introduce some basic knowledge of pronunciation, like the links of words, the sentence stress, rhythm, intonation