The Application Of Metacognitive Approach To Listening Instruction To English Teaching In Senior High School

Metacognitive Approach to Listening Instruction refers to pedagogical procedures that enable learners to increase awareness of the listening process by developing richer metacognitive knowledge about themselves as listeners,the nature and demands of listening,and strategies for listening(Vandergrift & Goh 2012).Vandergrift and Goh divided the listening process into four aspects,planning before listening,monitoring and problem-solving while listening and evaluation after listening.At the same time,it aims to cultivate learners' metacognitive awareness,and train them to use metacognitive strategies to paln,monitor and evaluate their overall listening development.Some foreign scholars have proved the effectiveness of the Metacognitive Approach to Listening Instruction,and the purpose of this study is to test whether this teaching method can improve Chinese learners' listening comprehension effectively..Therefore,this study explored the following two questions:(1)Can Metacognitive Approach to Listening Instruction raise senior high school learners' metacognitive awareness?(2)Can Metacognitive Approach to Listening Instruction improve senior high school learners' listening proficiency?This research reported a 16-week long Metacognitive Approach to Listening Instruction training to 52 Senior One students,who come from senior high school in Shijiazhuang.The experimental group has 52 students,which receives the Metacognitive Approach to Listening Instruction training;the control group has 55 students,receiving regular strategy listening training.In order to know the changing of students' metacognitive awareness and metacognitive strategies before and after the training,the questionnaires were conducted in the experimental group and the control group before and after the experiment respectively.And all the subjects were accepted listening tests twice(Pre-Test and Post-Test).After the training,all the data were coded into computer and analyzed with the help of “SPSS.16.0”.Finally,through the experiment,the results show that there is significantdifference between the experimental group and the control group in listening comprehension.The results also prove that Metacognitive Approach to Listening Instruction can not only help enhance learners' metacognitive awareness,but also help improve learners' listening performance.Therefore,Metacognitive Approach to Listening Instruction is a necessary and effective way to improve learners' listening comprehension.The author suggests that the training of Metacognitive Approach to Listening Instruction can be classified as high school English teaching content,so that listening teaching needs to pay more attention to improving learners' metacognitive awareness and using strategies effectively.It will enable them to take positive action to regulate their own listening and become independent learners ultimately.