A Meta-cognitive Strategy-intervened Empirical Study On English Listening For Non-majors

Listening,as one of five parts among listening,speaking,reading,writing and translating,plays a vital role in the whole English studying process whether in language input,language output or other aspects.However,the conduction and exertion of different theories and different strategies have a varied effect on listening study.Recent years,many domestic and foreign researchers use different theories and different strategies to direct the teaching of college non-English majors' listening and their effects differ.This thesis utilizes meta cognition theory systems,input hypothesis theory,output hypothesis theory and meta-cognitive strategies to guide college non-English majors'listening teaching,and intervenes students'listening study by taking advantage of planning strategy,monitoring strategy and evaluation strategy,then and proves the effect on non-English majors'listening of meta-cognitive strategies by the way of experimental comparison,questionnaire survey and interview.Besides,by interviewing,this research gets students' understanding,mastering and valuing for meta cognitive strategies.In this paper,the main research questions are:(1)Do meta cognitive strategies improve the level of college non-English major students'English listening?(2)With the intervention of meta-cognitive strategies,which concrete aspect of college non-English majors' listening is improved most obviously?(short dialogue,long conversations,paragraph understanding,compound dictations)This research chooses two parallel classes of college English B type of Grade 2015 from science and engineering in Northwest Minzu University to compare whose students'specific major are communication engineering and civil engineering.Each class has 50 students,while one is as experimental class,and the other is as controlled class.Before the intervention of meta cognitive strategies,two classes were given to College English Band 4 Test before measurement.In the following 16 weeks,the author utilizes meta cognitive strategies in the class for experimental class,making use of planning strategy,monitoring strategy and evaluation strategy to intervene in the English listening of experimental class,and interviews three times for the two classes at different stages during this period.Then,in the 18th week,the author gives College English Band 4 Test again to two classes as the post measurement.At last,the author applies SPSS 16.0 to arrange and analyze the two testing data and gets the result.The study shows that:firstly,as a whole,the intervention of meta cognitive strategies improves the college Non-English major students' English listening level.Secondly,the exertion of meta cognitive strategies improves students' understanding ability to the type of long conversations to a great extent.This research proves up to the hilt that the intervention of meta cognitive strategies has obvious help for the enhancement of College non-English majors' listening level through experimenting and interviewing.It also gives college non-English majors' listening teaching some revelation and reference from now on forward.