A Study Of Improving Listening Comprehension Through Metacognitive Strategy Instruction In Vocational School

This paper focuses on a survey of the influence of metacognitive strategy training onEnglish listening teaching. Metacognitive strategy is essential in English pedagogy andlanguage learning because it relates regulation of learning. The paper adopted Wenden’stheory into practice. According to Wenden’s theory, metacognitive strategies are dividedinto three parts as following: plan, monitor and evaluation. And each metacognitivestrategy occupies its own important position in English listening instruction process.So far，there have been so many correlated investigation between metacognitivestrategy and second language learning. Particularly, metacognitive strategies of languagelearning have become more and more significant important. However, there are fewerresearches related metacognitive strategies in vocational school. Based on the researcher’soutcomes of metacognitive strategy in the second language at home and abroad, the authorcome up with following questions:The paper contains the questions as following:1. Does the metacognitive strategy promote the students’ listening proficiency betterthan traditional method teaching?2. Is there any significant difference in advanced score group, mediate score group andlower level group respectively?This study has been lasted for14weeks which focuses on freshman which major areaccounting of Professional Diploma Institute of BoHai University. In this study, the authorchose two classes randomly named as experimental class and controlled class. Andexperimental class subjects adopted metacognitive strategy instruction while the controlledclass received traditional teaching method instruction. All subjects took both pretest andposttest. And the author divided the experimental class into three groups according to theirpretest points. Then, Independent-Samples T Test and Paired-Samples T Test were used toanalyze the data.According to display of the statistics, the points of experimental class, the advancedgroup and the medium group all got significant difference while the controlled classstudents and the lower level students didn’t get significant improvement according to theirscores. The diary was used to trace the real situation of different groups’ subjects listening.According to the research results, the metacognitive strategy instruction indeedpromote the English listening proficiency in vocational school students and make positiveeffects in second language teaching.