Application Of The Metacognitive Strategies To The College English Listening Course For Freshmen

Through analyzing the Metacognitive Theory, Metacognitive Strategies and their function in the English study, combining the actuality of Chinese college English listening courses, the thesis proposed a Metacognition-centred teaching model in college English listening course, which means to improve students'hearing level and cultivate students'Metacognitive capability by instructing students to use Plan Strategy, Monitoring strategy, Appraisal strategy and Recovery strategy. The thesis expatiated in detail how to use Metacognitive Strategies to teach college English listening for teachers and how to use Metacognitive Strategies to study college English listening and improve the capability of listening comprehension for students. The thesis regarded the freshmen of Constructive Engineering Institute of Jilin Province as sample, and tested the freshmen's listening level, and used the questionnaire to investigate the freshmen's grasping of Metacognitive Strategies. Its results show that: Through analyzing the experiment of applying the Metacognitive Strategies to the college English listening course, the thesis proposed to use Metacognitive Strategies to teach college English listening course, cultivate and train the freshmen to use Metacognitive Strategies to study college English listening course and improve their listening level; Metacognitive Strategies not only fits to the college English listening course but also fits to the primary listening course of English major. So it infers that Metacognitive Strategies also fits to the other foreign language listening courses; the application of the Metacognitive Strategies to the college English listening course is provided with the teachability and the validity and such Metacognitive Strategies can be applied to the other fields of English study.