An Empirical Study Of Metacognitive Strategy In College English Listening Teaching Under The Multimodal Teaching Environment

At present,in the field of English listening teaching,more and more scholars at home and abroad are committed to the study of listening learning strategies.Among them,metacognitive strategies are considered to be an important strategy to improve students’ listening performance and autonomous learning ability.However,through practical researches by scholars,it is found that less-skilled students are difficult to plan,monitor and evaluate the listening process by themselves due to their weak language foundation,and cannot maximize the use of metacognitive strategies.Based on the situation,the researcher integrates the multimodal teaching environment into the listening class and enables students to apply metacognitive strategies in the environment.The purpose is to utilize the combination,coordination and transformation of multimodalities,providing multiple channels for students to use metacognitive strategies to adjust the listening learning process,and then to improve their listening achievements.Combining the metacognitive strategy and multimodal teaching environment,the researcher constructs the metacognitive strategy instruction in the multimodal teaching environment in college English listening teaching.The study mainly tries to answer the following three questions:(1)Compared to the metacognitive strategy instruction in the traditional teaching environment,how does the metacognitive strategy instruction in the multimodal teaching environment affect students’ listening achievements?(2)What is the change of students’ metacognitive awareness in the multimodal listening teaching environment and in the traditional listening teaching environment?(3)What is the change of the use of students’ metacognitive strategies in the multimodal listening teaching environment and in the traditional listening teaching environment?The subjects of the thesis are 80 students from two parallel classes of non-English majors in Shenyang Normal University,Grade 2021.The English listening ability of the two classes is generally similar.The experimental class(EC)has 42 students,implementing the metacognitive strategy instruction in the multimodal listening teaching environment,while the control class(CC)has 38 students,implementing the metacognitive strategy instruction in the traditional listening teaching environment.The research methods are experiment,test,questionnaire and interview,and the research tools are college English listening tests,questionnaires and interview outline.The experiment lasts for 15 weeks.After the end of the experiment,the data are analyzed by SPSS 21.0.The research results are presented as follows.(1)After the teaching experiment,both EC and CC have improved their listening achievements,but compared with CC,the progress of EC is more obvious.(2)After the experiment,the overall level of metacognitive awareness of EC and CC has been improved.The metacognitive awareness of EC and CC has increased in the dimensions of problem solving,planning/evaluation and directed attention,and their metacognitive awareness has decreased in the dimensions of personal knowledge and mental translation.However,the change of the level of metacognitive awareness of EC is slightly higher than that of CC.In addition,through the analysis of the questionnaire,it is found that EC is more confident than CC when facing the listening task.(3)After the experiment,the frequency of the use of metacognitive strategies of EC and CC has been improved on the whole and the three dimensions(planning strategy,self-monitoring strategy and self-evaluation strategy),but the increase of EC on the whole and in the three dimensions is much higher than that of CC.Based on the results of this study,it can be seen that the metacognitive strategy instruction in the multimodal teaching environment is an effective way to improve college students’ English listening achievements.The multimodal teaching environment can improve the student’s metacognitive awareness,help them to use metacognitive strategies more effectively,develop students’ ability to control and adjust the learning process independently,and increase learning interest and confidence.