Research On The Application Of Meta-cognitive Strategies To Junior English Listening

In foreign language learning, listening, as a very important part of the four basiclanguage skills, plays a significant role in the development of learners’ languageability. How to improve the students’ English listening comprehension ability hasbecome a hot topic in recent years among researchers and teachers. With the intensiveresearch of learning strategies, meta-cognitive strategies have increasingly beenprominent, and have opened up new ideas and new methods for English listeningteaching. But how to make meta-cognitive strategy integrate into junior middle schoolEnglish listening teaching effectively needs further research. This article attempts todiscuss how to improve the junior middle school students’ English listeningcomprehension ability from the point of view of meta-cognitive strategy, and focuseson the following two questions:(1) Whether the students can raise the awareness ofusing meta-cognitive strategy or not after the experiment?(2)Does usingmeta-cognitive strategies have positive effects on improving students’ actual listeningperformance? Applying the guidance of meta-cognitive strategies to the students liesin listening process(pre-listening, while-listening and post-listening) from planningstrategies, monitoring strategies and evaluating strategies. In order to study theeffectiveness of employing meta-cognitive strategies in second language learners’English listening, this study carries out a16-weekmeta-cognitive-strategy-training-based experiment on96Grade Three junior middleschool students from Zhangzhou No.3Middle School. The result suggests that themeta-cognitive-strategy-training-based listening teaching has a positive effect onstudents’ planning, self-monitoring and self-evaluation in order to find problems andweak points for further corresponding adjustment of strategies. Using meta-cognitivestrategies in listening truly helps students to listen actively and their listening abilityhas been improved.