This article reports a study of the effect of strategy training on listening comprehension. In the study, 56 intermediate foreign language learners at Nanjing Normal University were either participants in a strategies-based instructional treatment or were comparison students receiving the regular listening course. Data were obtained and analyzed through the performance of a set of three listening tasks on a pre-post basis by both groups. The subsample of twelve students also provided verbal report data to show their cognitive insights into strategy use and the instruction itself. It was found that the increased use of listening strategies contributed positively to listening comprehension, which led to the implication that formal strategy training should have a role in the foreign language listening classroom.
