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advance; students from all departments are encouraged to attend. They can practice their oral English in a no threatening atmosphere. English corner has the environment where students are forced to speak English, at the same time, and it has the chance to “eavesdrop”. The word “eavesdrop” is probably something to be told not to do as a child that “Eavesdroppers never hear good of themselves”. However, someone can eavesdrop with the worthy aim of improving his English. It means listening to other people’s private conversations. While in the English corner, eavesdrop as much as possible. Moreover, the best choice is to eavesdrop the foreign teacher’s talking. The students will find it quite hard at first but keep trying then some quite amusing things may be heard. Thus, English corner is a great benefit to improve their oral English and listening. It is an opportunity to put students’ learning into practice. 4.4 Exploitation of pen friends The students can exploit their cassette or MP3 files recorders in another interesting way if they have an English-speaking pen friend. Instead of always sending each other letters, why not occasionally exchange cassettes on which you have recorded your news for each other in English. This will give good practice in speaking as well as listening, of course. 4.5 Feed back of extensive listening Here is an illustration of the effect of extensive listening: The students of the class A and class B were given a proficiency test before they study college English. The results are as follows: Table (II) [17] Class Total (85) (average) Listening (20) Reading (40) Vocab.&struc. (15) Cloze (10) A 60.59 10.04 26.87 17.16 6.52 B 60.92 10.18 26.64 17.60 6.50 From the above table we know that the two classes have approximately the same mastering of the English. The authors have given the same requirements to the two classes since the beginning of their English study. Meanwhile the students in Class A were given extensive listening Only the students of class A were provided one hour-long cassette each week for them to listen as extra listening materials. The materials consist of a short passage of various types and topics. The students were asked to listen to the materials in their spare time and to hand in the main idea of each passage in cassette. After two years’ extensive listening, in the middle of the fourth semester, an examination was given to both classes. The prior CET4 was used in the examination. The results were as follows: Table (III) [18] Total (100) Listening (20) Reading (40) Vocab.&struc. (15) Cloze (10) Writing (15) Class A 62.59 16.58 30.44 9.01 6.56 10.26 Class B 51.23 11.02 27.67 7.24 5.30 7.45 Difference Rate 13.30 27.80 6.90 1.70 12.60 18.73 From the above table, Class A is higher than Class B. The most striking item is “listening”(27.80). The information gained from the above table will certainly be valuable in developing the extensive listening materials. 5. Conclusion Listening skills must be given the major emphasis from the start of a language program. The more the students hear naturally spoken English, the better. The listening games and activities described in this paper make few demands in terms of preparation or class time, but they will play a valuable role in developing listening competence. From then on, listening game and activities ought to be a regular part of students’ diet in the listening lesson. The main lecture listening materials