The Study On Listening Instruction Guided By Metacognitive Strategies Training In High Schools

Among all the learning strategies, metacognitive strategy is a higher-order executive skill which involves an ability of consciously using metacognitive knowledge to plan, monitor and evaluate the learning process. Once having a good command of metacognitive strategies, students are able to assess the situation, to plan, to select appropriate strategies, to coordinate them, to monitor or evaluate the effectiveness of the strategies use and to revise the plan when necessary.Greater importance is being attached to the potential for greater use of metacognitive strategies. However, little has been reported about the combination between instruction and metacognitive strategies in high schools, especially on listening.This study reports a 3-month metacognitive-strategies-based listening instruction program for 50 freshmen from Yongjia Bianlian High School. An idea was put forward that we should combine metacognitive strategies with high school listening instruction. This program was designed to deal with three issues. The first is whether the training helps to improve learner's awareness. The second is whether the training has positive effect on learner's listening comprehension. The third is what the general differences in relation to metacognitive strategies between successful and unsuccessful learners of the experimental group are .This program adopted the class model, guided by metacognitive strategies training in listening instruction, which consists of four aspects, i.e. developing the metacognitive awareness, planning and arranging behaviors, monitoring learning behaviors and evaluating listening performance. This program put forward an idea that our listening instruction or teaching should stick to two principles, i.e. pre-listening, while-listening and post- listening.The study shows that listening instruction guided by metacognitive strategies training in high school not only enhance the metacognitive awareness and listening performance of students, but also make them learn actively and positively. The author suggested that integrating metaeognitive strategy training into the classroom instructional plan will urge students to assume "executive control" of the learning experience, which will have a direct payoff on students' outcomes.