On Non-English Majors' Metacognitive Strategies In Autonomous Listening

This research is intended, by the empirical research, to inspect the way non-English majors use metacognitive strategies in listening comprehension, the correlation between metacognitive-strategy-based instruction in autonomous listening and listening achievement, and the possibility of fostering learner listening auotonomy through meta-cognitive strategy training.The author carries out a one-semester autonomous listening teaching and learning program based on metacognitive-strategy training among 78 participants in Grade 2009 of Ethnic Preparatory Institute in Ningxia University with 39 participants in Class 11 (the experimental class), and 39 participants in Class 12 (the control class). Pang Weiguo's autonomous teaching and learning mode is adjusted and applied in the experimental class. The research is arranged in two phases. The first phase (4 weeks) is semi-autonomous. As it is a new teaching and learning mode, the teacher puts more effort to introduce it to the participants and train them in the implementation of metacognitive strategy and listening strategy so as to ensure them to make the transition to the second phase. The second phase (12 weeks) is completely autonomous listening period with the teacher playing roles as a guider, adviser and evaluator rather than the trainer and introducer in the first phase. Participants are encouraged to find and solve problems in listening practice autonomously. Considering the evaluation and analysis concerning the effectiveness of implementing the teaching and learning mode during the first phase, the teacher makes some adjustment to the mode and precedes it into autonomous listening in the experimental class.The research instruments and tools for the research are three listening tests, a questionnaire, interviews and learning dairies. Some data are statistically analyzed by SPSS Software 17.0. From the discussion of the results obtained from the analyses, the major findings of this research are claimed as follows:(1) Non-English majors use metacognitive strategy at such a low level that they lack autonomy.(2) Metacognitve strategy training in the autonomous listening contributes to not only vastly improving listening achievement comparing to old teaching and learning mode, but also fostering listener autonomy. The participants in the experimental class can, through the training, effectively plan their listening, monitor their listening process and evaluate their listening results, which enhances their learning ability and enables them to listen autonomously.