A Study On The Application Of Metacognitive Strategies In Audio-Visual College English Teaching

Any language is acquired by communication and constant use. Listening and speaking skills have been recognized as the most difficult to improve among the four basic skills by the students. Even if the students master the difficult grammar knowledge, accumulate some undistinguishable vocabulary and phrases, familiarize the complex sentence structures, understand the relevant knowledge of cultural background, still it is difficult for them to achieve daily communication activities. In the process of listening and speaking, they always encounter this or that kind of problem and other difficulties. For example, they can not recognize the words that they have learned. Besides, they can’t recognize the role the people play in the passage. Once they encounter an uncertain point, their attention will be distracted, and eventually they can not entirely grasp the general idea of the article. As a matter of fact, there are many reasons for these problems, such as the students’ internal factors and external factors(environment, policy). But the main reason is that students do not have a proper method and strategy to improve listening and speaking skills. Many teachers have realized this problem and taken some measures. For example, the daily teaching arrangement has been adjusted, the teaching method has been improved,papers have been focused on listening and speaking part in the examination, the improvement of listening and speaking ability is still a challenge for students and teachers.The traditional teaching method can’t meet the needs of students. And there is no obvious effect on the improvement of the students’ ability. Repeatedly playing the radio to check the answer has produced negative influence, the students’ interest in learning has been decreased, and they often write the answers in the blanksbeforehand. By so doing, they waste their time and energy. So, in the listening and speaking course, it is necessary for teachers to train the students’ meta-cognitive knowledge and gradually penetrate meta-cognitive strategies into teaching, strengthen the training of meta-cognitive strategies to better improve students’ listening and speaking ability.In order to verify the effect of the meta-cognitive strategies on improving the students’ listening and speaking ability, this paper carried out an experiment. The author chose 90 freshmen in one Vocational College in Changchun and used qualitative and quantitative research methods which contain 2 tests for the control class and experimental class, 2 questionnaires for the experimental class, 2 interviews for the experimental class. The author has obtained relevant data through the comparison, and used SPSS20.0 software to analyze the data. From the data, the author found that students had made great progress and the students’ metacognitive awareness had been aroused. Besides, students gradually accepted metacognitive strategies and began to apply metacognitive strategies to other learning, audio-visual class becomes active. While,students can autonomously plan, monitor and evaluate the class. And they can have an overall plan of learning, the students gained a lot after a semester of meta-cognitive strategy training.