Metacognitive Strategy Training And College Students Listening Self-learning Ability To Train Empirical Research

According to O'Malley & Chamot (1990), the learning strategies can be divided into three categories:cognitive strategy, metacognitive strategy and emotional/social strategy. The metacognitive strategy is the higher standard than the other two. The meaning of the metacognitive strategy is that the students are conscious of using planning,monitoring and evaluating strategies which can reasonably adjust the learning task.For nearly 30 years, lots of scholars abroad, like O'Malley & Chamot(1990), Wenden(1991)and Nunan(1996), experimented the metacognitive strategy training, which proved the practicality. In China, Wenqiufang published a series of books about strategies, including strategy training. YangJianding(2003), JiKangli(2002) and YangShanJiang(2007), LuYiSong(2005) also studied the relation between the metacognitive strategy training and the listening study. All of these scholars make a great contribution to non-English major listening teaching. But it needs deeply discussing about how to put metacognitive strategy theory and training into college English teaching, which can make the students listen effectively and scientifically, so that the students can obtain the habit of autonomous learning. To further discuss this topic, I think it is necessary to develop this kind of training.The creativity is that I put the metacognitive strategy training into the non-major English listening teaching. The training can cultivate the capacity of using metacognitive strategies, so that the students can get into the habit of listening autonomous learning.At the beginning, I give the literature review. First, I introduce the metacognition theory and talk about how to divide learning strategies. Second I review the metacognitive strategies training in foreign countries and in China. At last I introduce the meaning of listening autonomous learning, and explore the relationship between the metacognitive strategy and the listening autonomous learning. And also use metacognitive strategy (planning, monitoring and evaluating) to improve the students' listening-autonomous-learning capacity.And then I do the research. I investigate the metacognitive strategy used by the 96 non-major English freshmen of Heilongjiang Chinese Medicine University and their listening autonomous learning through questionnaire, and I give them the first listening capacity test, and I collect the data. When I divided the 96 students into control group and experiment group, I give the experiment group students the metacognitive strategies training. After one semester's training, I give them the same questionnaires, and the second capacity test, and I compare the data of the control group with that of the experiment group.I conclude that the metacognitive strategy training can help the students increase the metacognition awareness, and help the students automatically apply the metacognitive strategy to the listening study. So that, in this way, the students can improve the efficiency of the listening, and they can have the capacity of autonomous learning.