The Application And Research On Listening Teaching For Students Majoring In English Education Based On The Meta-cognition Strategy

English learning strategies have become one of the most popular topics in the field of language teaching for several decades.While early studies on English learning strategies were more exploratory in nature,later researches become more theory-based and it remains in an early stage of experimentation and investigation.In order to make the students in higher vocational colleges to learn English better,the author used the meta-cognitive strategies in the English listening teaching.Therefore,the author selected the students from two classes of English education major in normal branch institution of a higher vocational school in Jiujiang as the research samples,a contraction experiment was conducted to study the application of meta-cognitive strategies in English listening teaching for three months.The two classes were divided into the experimental group and the reference group.According to the experimental results,it can be found that the application of meta-cognitive strategies can effectively improve students' autonomous learning awareness,so that higher vocational students can effectively manage and control their English learning.For the students majoring in English education in a vocational university,the author carried out the experimental investigation of meta-cognitive strategies.The characteristics are the effective combination of listening strategies and meta-cognitive strategy,the more important is to implement the meta-cognitive strategy and listening strategy actively in English listening.In this paper the survey research on the teaching reform with the application of the meta-cognitive strategy in higher vocational colleges were carried out,all of the original data is processed by independent samples t test.According to the results of t test sample group and the control group before and after the implementation of the application of meta-cognitive strategy,the feedback data was t=0.9,P<0.05.The results indicated that after carrying out the application of meta-cognitive strategy training in the English teaching,there was a significant difference between the control group and the experimental group.Then t test is performed to obtain the data,the feedback data was t=1.26,P<0.05.The results indicated that after carrying out the application of meta-cognitive strategy training in the English teachings,listening scores of the experimental group are particularly obvious changes.It also means that in the experiments the performance of the experimental group is more obvious than before.The comparison group will receive in carrying out the experiment before and after implementation of t test.In the experiment results the data was t=1.26,P<0.05,which reflects in the contrast group before and after the application of meta-cognitive strategies training,students' scores did not appear obvious difference.Through the quantitative and qualitative analysis of English listening achievement results in the training process,it effectively combined with the meta-cognitive strategies and English listening teaching,gave full play to the role of meta-cognitive strategies,strengthened students' self-monitoring ability,made students improve English listening achievement.According to the feedback of the experiments,the implementation of meta-cognitive strategies can play a positive role in the development of English teaching in higher vocational colleges and we know which are less time,more teaching content and lack of language environment.The study found that the practice of the higher vocational colleges should try to put meta-cognitive strategy training as an important task of English listening teaching,so as to teaching can help students achieve understanding,learning strategy,consolidate the reasonable use,it will undertake the blindness minimizing of learning English,effectively improve the students' autonomous learning of English listening ability and level,and ultimately enhance the English listening ability of students of higher vocational college.The application of meta-cognitive strategies was used in English listening teaching in higher vocational school.It explores the influence of all the individual differences of students participating in the survey and the achievement gap,so that these students can apply meta-cognitive strategies to the different extent.The English listening teachers who study the meta-cognitive strategies can be implemented more in-depth study.This paper will provide some reference and we hope that the use of meta-cognitive strategies can be more reasonable.