The Research Of Metacognitive Strategies In Senior English Listening Teaching

In the past three decades, many theories in what factors influence language learning appear in learning and teaching field.Gradually, in the foreign language teaching field there is a significant shift in focus from the teachers to the learners:a shift from teacher-oriented to learner-oriented style-from the particular focus on the improvement of teaching to an increasing concern for the learning processes and pay more and more attention in the course of learning. This shift has sparked plenty of interest in the metacognitive factors that imply under the learning, and abundant research has been conducted on the relationships between learner strategy use and second language processes and products.The purpose of the study is to inspect the influence of metacognitive strategy instruction with the target of improving the awareness of listening proficiency. This article tries to show the feasibility and necessity of bridging metacognitive strategy instruction with listening activities to facilitate efficient listening ability as well as metacognitive awareness development in foreign language learning, Listening comprehension has been recognized as a dynamic, multi-level, interactive process of meaning creation. By studying the teaching context and by considering the high school students and their metacognitiveLSs, we became convinced that we should not only introduce metacognitive LSs but also teach them and encourage learners to reflect on them and their own learning. To make this training specific and relevant to these students, the two lectures were given early in the course on the importance of listening skills for English competence, and then focused on specific metacognitive strategies by using them in pre-listening, while-listening and post-listening phase whenever they were relevant to class activities. The study probed into the application of metacognition in listening comprehension in high school students. A metacognitive-based instruction was integrated into the teaching of listening to activate learners'processing of metacognitive strategies (planning, monitoring, evaluating and compensating) with the purpose of enhancing achievement in their listening comprehension. The study also examined the effect of metacognitive training on listening instruction. The findings also take the same stand as the metacognitive learning strategies are important in differentiating successful learners from less successful learners.The teacher should take the opportunity to help students adjust the learning and set up their goal and finally enhance self-study ability. This research confirms the question that metacognitive learning strategies play a positive role in listening classroom and there is relatively strong correlation between learners'metacognitive strategies and listening performance.