The Application Of Meta-cognitive Strategyin EFL Listening Teaching In Junior High School

Based on the relevant theories of meta-cognition, meta-cognitive strategy and listening comprehension and in view of the situation of English listening teaching in junior high school and the factors affecting the study of students’ listening comprehension, this article investigates how to train the students to apply meta-cognitive strategy to English listening learning and solve the research questions:1. For junior high school students, can meta-cognitive strategy training improve the level of their English listening?2. If it does, which type of students in the three groups(the group with excellent score, the group with ordinary score and the group with poor score) achieve the largest improvement after the training?3. Can meta-cognitive strategy training improve the meta-cognitive awareness of the junior high school students?In the experiment,the research subjects are from two parallel classes of Grade Eight of Baiyun No.1 Middle School of Guiyang, Guizhou Province. The experimental class was trained for 17 weeks based on meta-cognitive strategy training during the listening teaching, while the control class was still trained with traditional ways. In the process of training, the characteristics of strategy use and significance of the strategy training were showed to the students of the experimental class, and the author combined the strategy training with the daily listening practice and the teaching materials. The research instruments are the questionnaire and the listening tests(pre-test and post-test papers). The author collected, compared and analyzed the data from the questionnaire and the listening tests. In addition, the training mode was demonstrated with the concrete case study which enriches the experimental contents.Some valuable and meaningful findings are discovered from the experiment: 1. The application of meta-cognitive strategy training during the listening comprehension teaching can effectively improve the listening comprehension level and meta-cognitive awareness and enhance their study interest of English listening comprehension. 2. As to the students with high listening comprehension level and poor listening comprehension level, the students with ordinary listening comprehension level are prone to achieving more improvement after receiving meta-cognitive strategy training. 3. The application of meta-cognitive strategy in English comprehension level in junior high school is affected by the various factors, that the teacher should conduct more scientific teaching guidance in the comprehension consideration of the various factors which affect control and application of the strategies by the learners.This research still has the following limitations: first, the number of the subjects is not wide and the time of the experiment is not enough. Next, in the process of meta-cognitive strategy training, the author sometimes emphasized on the strategy learning too much and ignored the master of basic knowledge, which led to the poor listening effect. Finally, because of the different grades of the students and their individual differences, each student’s strategy use will also be different, so the author should learn more in this respect in order to guide the students to use the meta-cognitive listening strategies more appropriately and reasonably.