On Metacognitive Strategy Training In College English Listening Instruction

Due to the cry of quality education rising sharply, and the deepening of the research about the foreign language teaching, people realized the importance of listening among the basic foreign language skills. But as a basic skill, listening has been being ignored for long time. And then how to improve the efficiency of foreign language listening teaching so as to improve college student's listening proficiency has long been a concern of researchers and foreign language teachers.In this paper, we put foreign listening together with Metacognitive strategy which belongs to learning strategy; we try to build up a new instrumentional model which is centered with metacognitive strategy training. That means to improve listening teaching efficiency by promoting students'metacognitive awareness and instructing students to use metacognitive strategies in foreign language listening classroom, and then finally lead to the improvement in students'listening performance.In the following twenty years, people have accepted these new concepts such as learning strategy and strategy training, but there is little research directed at listening strategy. We researched learning strategy more deeply, but the study on strategy training is far from enough. So we hope this metacognitive strategy-centered model can provide the benefit and helpful experiences for the further instructional research. In order to prove the efficiency of the metacognitive strategy-centered model, we took the experimental study , sixty-five non-English major students from two intact classes participated in the one-semester study: One class is experimental group, 34 students, which received metacognitive strategy-centered instructional model; another class of 31 served as comparison group, receiving normal strategy instruction without metacognitive component. Data were obtained and analyzed through the performance of listening tasks on a pre-post basis by the two groups. And both groups were also asked to provide additional data in the form of questionnaire. The results verified the feasibility and effectiveness of the metacognitive strategy-centered model.So we made the conclusion that the metacognitive strategy-centered model is positive to raise students'listening levels and also is efficient to improve their English ability.