The Application Of Metacognitive Strategy Trainig In EFL Listening Teaching In Junior High School

The thesis analyzes the feasibility and the necessity of combining metacognitive listening strategies with listening in English class. The purpose of the thesis is to explore how to train students to make good use of metacognitive strategies in the listening process to improve listening based on the theories about listening comprehension, metacognition and metacognitive strategies. Metacognitive strategy training is significant to develop EFL listening teaching in the junior high school.The experimental method is mainly used in the thesis. In the experiment, the training procedure is planned in detail based on the results of the questionnaires. How to make use of metacognitive strategies in listening process is demonstrated and trained step by step by the teacher in a three-phase model:pre-listening, while-listening and post-listening. Listening activities or tasks are also designed for different metacognitive purposes according to the students’learning capacity and different listening types. The students can also try to learn to use the metacognitive strategies to adjust themselves to different listening tasks with the teacher’s specific instruction in training in different listening stages. The case study in the thesis provides more details and evidence about the training of metacognitive strategies in practice and enriches the content of the thesis.The data analysis includes:the analysis of the results of the questionnaires; the comparison of the results between the experimental class and the control class in the pre-and post-tests; the comparison of different listening types; and the comparison of the different-level students’results in the experimental class. The thesis makes a further discussion about the problems based on the data analysis.In conclusion, there are some significant and valuable findings in the thesis. The results of the experiment and the questionnaire show that the metacognitive strategy training can improve students’ listening ability efficiently as a whole. Systematic metacognitive strategy training can make students increase the awareness of the metacognitive strategies and have more metacognitive knowledge. Metacognitive strategy training in listening should be mixed with other strategies. The effects of the metacognitive listening strategy training are different for different-level students in different listening types. The limitation of the students’psychological development and language capacity cause the unbalanced development in the application of the metacognitive strategies in listening.In all, the metacognitive strategy training has contributed much to students’ success in listening process. Although there are still some limitations and difficulties in the study, the prospect of the training should be optimistic in practice.