The Meta-cognitive Strategy And The English Listening Comprehension Training In Vocational Institutes

HVTE( Higher Vocational and Technical Education) English Course aims to develop the students'Basic English knowledge and skills in listening, speaking, reading and writing. This study reports a one-semester meta-cognitive-strategies-based listening instruction program for 35 non-English major freshmen at Jiujiang Vocational Institute and explores the effects of meta-cognitive strategy training on English listening comprehension in Chinese HVTC(Higher Vocational and Technical College) . We bore the hypothesis that is to integrate the training into English listening teaching to promote students'meta-cognitive awareness by strategy-centered instructional model in foreign language listening classroom, in order to lead to the improvement of students'listening performance. The research falls into two aspects: the effects of the training on students'meta-cognitive awareness and, the effects of the training on actual listening performance. The training program consists of four parts: developing students'meta-cognitive awareness; designing of learning; monitoring learning behaviors; evaluating listening performance. Data from quantitative and qualitative analyses of a semester's meta-cognitive strategy training suggest that the training plays a positive role in promoting the students'listening comprehension. The study has the pedagogical implications that integrating meta-cognitive strategy training into the classroom instructional plan to urge students to assume"executive control"of the learning experience has a direct payoff on students'outcomes.