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In the past four decades, the study on phonological awareness has been a hot topic in the meta-linguistic and psycholinguistic field in westen countries. Previous studies mainly concentrate on the relationship of phonological awareness with reading comprehension. Many researchers have achieved outstanding accomplishment. However, researchers seldom involves in its influence on the listening comprehension. Compared with researches of western countries, domestic phonological awareness researches, especially from the perspective of its relationship with listening comprehension are insufficient. Therefore, this study tends to probe into the influence of English phonological awareness training on the listening comprehension ability.
Two research questions of this study are：1) what influences do the training of English phonological awareness have on high school students listening comprehension ability? 2)what methods are there to train English phonological awareness?
On the basis of "bottom-up processing model" and the assessing measures of English phonological awareness, this study investigates 100 subjects who are from a high school in Yi Xian, Liaoning Province. This study carries out phonological awareness test, listening comprehension test and questionnaire, aiming to research the influence of English phonological awareness training on listening comprehension and the effective way to train English phonological awareness.
The collected data are analyzed by the software of SPSS 16.0. There are all together five analyses, including reliability test of the self-designed phonological awareness test paper, independent samples t-test of two groups pre-test results, questionnaire results analysis, independent samples t-test of two groups post-test results and paired samples t-test of the experimental groups pre-test and post-test results. The research results show that：1)systematic English phonological awareness training could contribute to the promotion of the EFL leamers listening comprehension ability; 2) the training on syllable awareness, onset-rime awareness and the phoneme awareness is an efficient way to improve the English phonological awareness level.
Based on the major finding of the present study, some suggestions for teachers and students of EFL are given. It is advisable for teachers to equip students with the explicit and systematic instructions on phonological awareness. Students need to devote their intelligence to these training tasks and do a great quantity of exercises after class in order to strengthen what they have learned in the class.