The Application Of Metacognitive Strategies In Teaching Senior English Listening Comprehension

The listening ability is an indispensable part of language abilities. Since there is no listening test National Matriculation English Test (NMET), the English listening teaching has been neglected for many years, thus many students in senior high school have a poor charge of English listening.The metacognitive strategies require learners to plan, monitor and evaluate the learning activities and learning process. It is an important learning skill that guarantees students’learning proficiency and success which can be applied in various learning activities. The metacognitive strategies, which are the learning measures to manage the learning activities effectively, can help to cultivate learners’ good learning habits. A learner who has a high metacognitive awareness will regulate his learning activities and make a reasonable learning plan positively and actively. Once there are some problems in the process of learning, learners enable to find out the problem and solve it in time, at the same time, learners will monitor and adjust his learning strategies in accordance with the different learning tasks. After completing one learning tasks, on the basis of evaluating the learning results and process, learners will find out his learning shortness and analyze the reason, which can help him summarize the learning results and experiences. All of these learning activities which can provide the successful learning experience and effective learning methods will lay the solid foundation of the future learning.With the development of the further study of the learning strategies, metacognitive strategies draw more and more scholars’ and educators’ attention. Since listening is an indispensable part of English learning, more people begin to attach the great importance to the listening ability. But, the study of the application of metacognitive strategies in listening learning and teaching is still not wide.This paper mainly focuses on the application of the metacognitive strategies in English listening teaching in senior high school. The author did the questionnaires and the three-month training of metacognitive strategies for 110 students in Yulin senior high school in Shaanxi province. The study mainly put forward the three research questions: whether the training of metacognitive strategies can improve students’ metacognitive awareness; whether the training of metacognitive strategies in listening learning can improve students’ listening comprehension and listening proficiency; whether the training of metacognitive strategies has a positive impact on students’ enthusiasm and attitude to English listening learning.In order to do conduct the further study of the three research questions, the author divided the listening activity into three stages:pre-listening, while-listening and post-listening in the process of doing the listening teaching experiment of metacognitive strategies. According to the different characteristics of three different listening stages, three specific metacognitive strategies were put forward. They are planning strategy, monitoring strategy and evaluation strategy. This paper emphasizes that students can use planning strategy to help themselves set a listening goal, predict the listening content and adjust one’s listening status in the stage of pre-listening. In the stage of while-listening, this paper recommends the monitoring strategies to students’ listening learning, which can help students to grasp the detailed and important information and deal with the listening problems in the process of listening. In the stage of post-listening, it is necessary for students to use evaluation strategy to help him know more information about his listening activities, assess his learning results, find out the listening learning problems and summarize the listening experience.This research indicates that the application of metacognitive strategies in English listening learning can improve students’metacognitive awareness and their listening proficiency, thus students become more willing to use the metacognitive strategies in their listening learning. Moreover, many students’ attitude to English learning changed a lot. It concludes that the training of the application of metacognitive strategies in English listening learning can improve students’ listening learning abilities and listening comprehension abilities, and the listening teaching should involve the training of metacognitive strategies.