An Empirical Study On Metacognitive Strategies Training In Listening Under The Environment Of Computer-Assisted Language Autonomous Learning

With the development and reform of college English education, a new listening teaching model occurs, which is combining Computer-Assisted Language Learning (CALL) with autonomous learning to promote the students'listening comprehension ability. It is widely applied in listening teaching and learning. This kind of new teaching model is designed for students, which means students can learn and experience during the whole learning process. So students can not only control and grasp their own learning process, but also choose their own learning methods and evaluate their own learning effect.In the previous studies and researches, there are some books and papers focusing on metacognitive strategies training in listening, and the results always indicate the effectiveness of metacognitive strategies training in enhancing the students'listening competence. However, the studies that center on metacognitive strategies training in listening under the environment of computer-assisted language autonomous learning are not so many; especially since CALL and autonomous learning are widely applied in college English listening teaching and learning. To intestify its necessity and significance in newly college English listening education, the writer carried out an experiment on metacognitive strategies training under the two environments with four research questions.The whole experiment lasts one semester and there are 60 students in total take part in the experiment. The 60 subjects are all from Computer Science Major at Beijing University of Posts and Telecommunications. They are divided into experiment group (EG) and control group (CG). Before the programme, both experiment group and control group participate in a same pretest. Also a questionnaire on metacognitive strategies is delivered to the students of the experiment group. During the experiment, the experiment group was taught with a VOA special English report at the very beginning of every listening class beside the original teaching plan. During the teaching process, the teacher introduces the metacognitive strategies instruction gradually. At the end of the semester, the two groups are tested with posttest paper and conducted with a questionnaire. We can get a positive recall for the research questions through the data analysis and discussion. Therefore, in the findings, the paper illustrates the importance of metacognitive strategies instruction in foreign or second language listening. Additionally, it further discusses the metacognitive strategies training in listening from the aspects of teacher and learners. What's more, it analyzes five factors that may affect listening, for the control group also made progress after one semester even without metacognitive strategies training. At last the thesis gives some useful implications for future college English listening teaching.