On The Micro-Innovation Of The College English Listening Teaching And Learning Under The Guidance Of Metacognitive Theory

Listening is an essential and fundamental language skill in second language acquisition. In recent years, it has been attached increasing attention to. With the appearance and development of metacognitive theory, the studies of listening has been enriched and advanced.Metacognitive theory was put forward by American Psychologist J. H. Flavell in1970s. According to him, metacognition is knowing about knowing. Since the birth of the metacognitive theory, it has aroused the interest and concern of linguists and scholars. Then, some studies empirical or non-empirical emerged. There are studies on the relation between metacognition awareness and writing, reading, spoken English, or listening. Among them, some are empirical studies. Besides, when it comes to the research on listening, empirical research on the relevance between metacognition and the ability of listening comprehension is still scant. What’s more, most of the studies so far have been conducted in senior high school or vocational school and focused on the survey of metacognitive awareness. It is not only feasible but also necessary to conduct the empirical study on the impact of metacognitive theory on college English listening teaching.This research is designed for investigating the effect of metacognitive theory on college English listening teaching and learning. This thesis begins with an introduction of the definition, importance and process of listening comprehension, and then introduces the definition and classification of learning strategies, and afterwards describes metacognition and metacognitive strategies, and subsequently elaborates on the previous studies on metacognitive studies on metacognitive theory at home and abroad as well as the feasibility and necessity of applying metacognitive strategies to listening comprehension teaching. During the accomplishment of the thesis, the author also conducts an experiment and collects the experimental data to verify the effectiveness and competence of the application of metacognitive theory in college English listening teaching. It is expected that the metacognitive strategies inaugurate a new way for listening comprehension teaching. This study takes49sophomores majoring in dentistry as the control group, and45sophomores majoring anesthesia as the experimental group. The subjects come from China Medical University. According to the questionnaire and test in the pre-test stage, there is no significant difference in the level of metacognitive strategies and listening comprehension score between the control group and experimental group. Then, a training on metacognitive strategies, which lasts for three months, is given to the experimental group subjects. A post-test and another questionnaire given to both the control group and the experimental group at the end of the semester show that there is significant improvement of the metacognitive strategies use and listening comprehension ability of experimental group subjects compared with control group subjects. Therefore, the results of the experiment support the hypothesis and leads to the conclusion that the application of metacognitive theory can improve the efficiency of college English listening teaching and it is necessary to conduct the micro-innovation in the college English listening teaching under the guidance of metacognitive theory.