本文通过问卷调查和有声思维的方法，调查研究大学非英语专业高水平者和低水平者听力策略使用差异。问卷调查显示高水平者在元认知策略、认知策略和社交/情感策略三方面使用频率都高于低水平者，在元认知策略和认知策略使用方面具有显著性差异，而在社交/情感策略使用方面不具有显著性差异。通过有声思维的方法研究高低水平学习者的听力过程，进一步发现高水平者比较善于使用策略，而低水平者忙于应付语音、生词等的基本困难，策略使用受到一定的限制。采用有声思维的质化方法研究听力策略在国内并不多见，本文抛砖引玉，研究结果对听力教学具有一定的参考价值。

The purpose of the present study is to identify the differences of the use of listening strategies between the more proficient listeners and the less proficient listeners via questionnaires and think-aloud protocol research methods. The participants were college non-English majors. The descriptive analysis of the listening strategy questionnaire revealed that the more proficient listeners employed meta-cognitive strategies, cognitive strategies and socio-affective strategies more frequently than the less proficient listeners. And there was statistically significant difference in the use of meta-cognitive strategies and cognitive strategies, while no statistically significant difference in the use of socio-affective strategies. The analysis of the listening process by use of think-aloud protocol further indicated that the more proficient listeners were better at using strategies than the less proficient listeners who were busy handling basic language difficulties, such as pronunciation, intonation and new words. There is little research about using think-aloud protocol method to study listening strategies in China. This paper serves as initiating more research into the process of listening comprehension and the result is of pedagogic significance.