Relativity Between Metacognition And Listening Comprehension

This study covers the investigation of metacognition and listening comprehension of the ineffective Chinese EFL learners. Based on the theoretical background in the literature review, two research questions about metacognition and listening comprehension are brought forth. Thirty-nine English majors who study in Yuxi Teachers' College are involved in the study. Among them eight students are labeled as ineffective listeners (the Target Group) and eight students are labeled as effective listeners (the Compared Group) according to the scores of some special tests. A series of qualitative and quantitative analyses on tests, questionnaires, "think-aloud" protocols and interviews are employed to survey how the ineffective listeners and the effective listeners vary in metacognitive knowledge and how they apply the metacognitive knowledge to listening comprehension differently.From the discussion of the results got in the analyses, a conclusion is drawn that the ineffective listeners master less metacognitive knowledge and are not always conscious of the application of strategies. Therefore, the ineffective listeners tend to fail in monitoring and regulating their listening comprehension, whereas the effective ones always benefit from the application of the metacognitive knowledge while listening.Based on the research results, the pedagogical implication of how to assist the ineffective EFL students to learn listening effectively is put forward. It is suggested that teachers should teach more metacognitive knowledge and guide the learners to use strategies effectively, especially help the ineffective listeners individually with the metacognitive strategies.