A Study Of Meta-cognitive Strategy Training Effects Under The Guidance Of Teaching Moel Of Web-based Autonomons Listening

Listening plays an extremely important role in ELT (English Language Teaching) in that good listening comprehension is the key to English comprehensive ability. However, students’ listening proficiency is rather disappointing, especially for non-English majors, whose English listening is practiced once every two weeks with teachers’ guidance in traditional classrooms, which does not help much to improve their listening proficiency.Based on autonomous learning theory and constructivist learning theory, a new teaching model of college English, web-based autonomous listening learning has already been established and proliferated over the whole nation. Under the new teaching model, how to develop learner’s autonomy in listening become the centered problem concerned by researchers and teachers. But the fact is that students’ attitude toward learner autonomy is far from satisfactory. As a sequence, both researchers and teachers are reminded that for helping students become successful autonomous learner, maybe strategy training, especially meta-cognitive strategy training in the new model would be much more needed than in the traditional listening class. However, until now in China the study of the meta-cognitive strategy training in web-based autonomous listening learning are not enough. Hence, an experimental study was conducted to testify the effectiveness of meta-cognitive strategy training in the high expectation of finding an effective and efficient way of teaching and learning.According to the objective of the study, three research questions are explored consisting of the present situation of Non-English major first year college students’ meta-cognitive strategy use, the effectiveness of meta-cognitive strategy training on listening performance and the frequency of meta-cognitive strategy use and the correlation between meta-cognitive strategy use and listening proficiency. In answer to the research questions, the author, based on the existing research findings of learner autonomy and meta-cognition theories, conducted an experimental study in two classes of Taishan University, consisting of112freshmen of non-English majors. In this study, the author collected original quantitative data by using pre-questionnaire, post-questionnaire and listening proficiency tests (taken from College English Test Band4). The data were collected and analyzed with the help of SPSS17.0. Based on the data analysis, this paper has revealed some findings about the effects of meta-cognitive strategy use after12week’s training, mainly including learners’ listening performance and frequency of meta-cognitive strategy use under the teaching model of web-based autonomous listening learning.First, meta-cognitive strategy training contributes to students’ high frequency use of various meta-cognitive strategies and helps foster students’ autonomous listening competence.Second, meta-cognitive strategy training is effective in the improvement of their listening proficiency.Third, meta-cognitive strategy use and listening proficiency are significantly corelated.Based on these findings, the author concluded four practical pedagogical implications in the new teaching model:English teachers should1) cultivate students’ awareness of using meta-cognitive strategies in autonomous listening learning;2) pay more attention to self-evaluation strategy training;3) take meta-cognitive strategies training as the internal part of listening session and always support students to use them in and after listening class;4) encourage students to take full advantage of the web-based autonomous learning session...