An Experimental Study On The Effect Of Metacognitive Strategy Training On Students' English Listening Proficiency In Senior High School

As one of the indispensable parts in English learning,listening is the significant manifestation of comprehensive ability.In traditional listening teaching,teachers tend to overemphasize the quantity of listening practice but pay little attention to how to listen.Therefore,many students still don't know how to improve their listening proficiency even though they spend lots of time on listening practice.Accordingly,this paper attempted to carry out metacognitive strategy training,hoping to enhance high school students' listening proficiency and their listening metacognitive awareness.Students of two intact classes in a senior high school participated in this study.One is the experimental class while the other is the control class.During the 4 months,research subjects took part in pre-questionnaire,pretest,listening metacognitive strategy training,post-test and post-questionnaire.The research questions addressed in the study are as follows:1)Can metacognitive strategy training improve students' English listening proficiency?2)Does metacognitive strategy training exert different influences on students with different listening proficiency? If so,what are they?3)Can metacognitive strategy training improve students' listening metacognitive awareness?The research results showed that listening metacognitive strategy training could improve students' listening proficiency and listening metacognitive awareness effectively.Besides,the results also revealed that the training has the best effect on intermediate-proficiency group,followed by high-proficiency group and finally the low-proficiency group.However,it must be pointed out that though this treatment can offer some implications for English listening teaching,the results gained need for further studies.