On The Training Of Metacognitive Strategy In Task-based English Listening Teaching In Middle School

Many English learners have difficulty in cultivating listening comprehension. This kind of phenomenon is becoming the bottleneck that directly affects their interests and self- confidence in English learning. How can the situation be changed? This study can provide an implication.This thesis reports an experimental study on the training of metacognitive strategy in task-based English listening teaching in middle school. Its theory foundations are mainly the definition of LC (Vandergrift, 1999), Classification of 12 learning strategy (O'Malley and Chamot, 1990) and Theory of Task-based Language Approach (Peter Skehan, 1998). It is an one-term in-class training to first-year senior students mainly including three strategies : planning, monitoring and evaluating. It proves the correlative relationship between metacognitive strategy training and listening achievements. The major findings are as follows:â‘ Metacognitive strategies are positively correlated with LC achievements;â‘¡ The students who have received metacognitive strategy training in task-based English listening teaching have developed their listening ability more quickly than those who haven't accepted the training; â‘¢ Training metacognitive strategies in task-based English teaching in middle schools is an efficient way to cultivate learners' listening ability of independence.This thesis consists of six parts. Part One introduces the importance of LC, the current situation of ELC of Chinese senior students, the purpose and significance of this study. Part Two reviews major studies on LLSs in LC abroad and at home. Part Three presents the theory foundations of the study. Part Four introduces the hypotheses, subjects, instruments, variables, procedures of the study. Part Five reports and discusses the results of the study. Part Six draws the conclusion of the study, and points out the implications and limitations.