First Study The Relationship Between Listening Level And Mid-level Thai Students Metacognitive Strategies

In this paper, the author combined through personal interviews, questionnaires to the College of Southwestern University in the120students from Thailand to investigate, research on Thailand international relations students Chinese level are divided into different levels of listening proficiency and metacognitive strategies, the data were analyzed by statistical software SPSS17.0.The results show that, the primary level of Chinese students from Thailand and an intermediate level of Thailand students use metacognitive strategies in a conscious or unconscious in Chinese listening, use level is also higher.A correlation between the use of Chinese listening level, intermediate level of Chinese primary students from Thailand and metacognitive strategies, but the primary study in Thailand generation of weak level positively correlated, while the intermediate level students in Thailand are related, the results demonstrate that no matter what Chinese language level of the Thailand students in Chinese listening learning to raise the level of using metacognitive strategy and proportional relationship, that is to say to want to hearing good results it is necessary to strengthen the use of meta-cognitive strategies, metacognitive strategies should be in primary Chinese level will be cited into the listening class, as the Thailand students to learn the necessary learning strategy in Chinese listening teaching, and to the training of metacognitive strategies for students to focus listening in listening class and extracurricular training of listening comprehension, metacognitive strategy finally let us imposed training to become the Thailand students conscious use of learning strategy use.The survey found in the use of metacognitive strategies, compensation strategies and evaluation strategies, strategy, monitoring solutions, personality characteristics which may be with the Thailand students, their personality is very outgoing, to communicate with people, daring not shy, it makes them in the process of learning Chinese to adjust their mentality, self-acceptance, timely reward yourself, but also have fun, attention is not centered, no preparation and other issues, causing them to prepare strategies and control strategy for the use of low. Solutions to these problems are:1, Thailand students themselves before listening, listening, listening to prepare and real-time monitoring, to understand the listening classroom learning is not enough, to "passive" to "active".2, Chinese teachers metacognitive strategy the effective listening strategies to teach students from Thailand, demonstration strategy, monitoring strategy, evaluation strategy, compensation strategy, solve the problems appearing in the training of students, to play a good role, creating interesting, effective listening classroom.3, in the listening material, prepared to add power don’t Chinese listening materials, forming a distinctive counseling Thai annotation Chinese listening textbooks and Thai annotation Chinese listening book.