A Survey Of Metacognitive Strategies In Chinese Listening Of International Students

As an important language skill,listening is the basis of language communication.What’s more,in the real language environment,the input information is more than the output,it shows that listening is important in the process of language learning.Metacognitive strategies are used to plan,monitor and evaluate learning activities.They are "learning strategies rather than learning strategies themselves." And it was confirmed that metacognitive strategies have something to learn foreign languages.However,most of the existing research objects are English learners,which have not been noticed in the field of Teaching Chinese as a second language.The aim of this paper is to give an analysis of foreign students’ metacognitive strategies in Chinese listening in the intermediate stage,and also the difference factors,aiming to provide helpful ideas for the study in Teaching Chinese as a second language.In this study,140 middle-level international students from some universities in Northeast China were selected as the research objects.And we investigate the metacognitive strategies used by intermediate foreign students in Chinese listening through questionnaire survey and interview.The questionnaire consists of three parts: personal information,Chinese listening metacognitive strategy use scale and personalized multiple choice questions.We use spss26.0 to analyze data and then have the conclusion of metacognitive strategies in Chinese listening of foreign students in intermediate stage.Through remote online interviews with four foreign students,the use of metacognitive strategies in Chinese listening of international students in intermediate stage was further discussed.The results show that: among the three dimensions of metacognitive strategies,the most frequently used are monitoring strategies,assessment strategies are the lowest,and planning strategies are slightly higher than evaluation strategies.Besides,high score learners are better at using metacognitive strategies,and the difference in the use of monitoring strategies is the biggest.There are significant differences in the use of metacognitive strategies in Chinese listening among foreign students at intermediate level.At the end of this paper,based on the above results,this paper puts forward corresponding suggestions,hoping to help foreign students improve the use of metacognitive strategies in Chinese listening,so as to improve their communicative competence and promote the cultivation of high-quality Chinese learners.