The purpose of this research is to add to knowledge about cognitive and metacognitive listening strategies by second language learners. A survey was developed and administered in which questions solicited a retrospective self-report of students' listening habits. The listening strategies used for this study are limited to main idea identification and translation, because they succinctly exemplify the broad groups of strategies to which they belong. Respective sections of the questionnaire address academic, authentic, and informal listening contexts, in order to isolate and differentiate between the strategies' reported use in each, revealing discrepancies and similarities between reports of strategy use in the different contexts. This research project offers information valuable to the field of second language instruction by providing more insight into these two common listening strategies and their reported use in three contexts.