Dissertation
Dissertation > Language, writing > FOREIGN > English > Language teaching

An Empirical Study on College English Listening Instruction Based on Metacognitive Strategies Training

Author WangZhiKui
Tutor LiuRuShan
School Ocean University of China
Course Foreign Linguistics and Applied Linguistics
Keywords learning strategy metacognitive strategy listening comprehension strategy training
CLC H319
Type Master's thesis
Year 2011
Downloads 90
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With the development of educational reforms,increasing importance has been attached to the English listening ability of college students. Many college English teachers have made a variety of attempts in their English listening instruction in order to improve the listening ability of their students.The metacognitive strategy , as one of the many learning strategies, has recently drawn the attention of many linguistic researchers and college English teachers.Metacognitive strategies are higher-order executive skills among all the learning strategies. They are management steps taken by learners to ensure successful language learning and they are also called self-control learning strategies . Although many researchers have carried out relevant studies on metacognitive strategies, few researchers have touched on their relationship to listening comprehension. This thesis reports an empirical study on college English listening instruction based on metacognitive strategies training.The subjects include 73 students of two intact classes from the School of Economics and Trade in Qingdao Technological University. They are divided into two groups: the Experimental Group (36 students) and the Control Group (37 students). During the experiment, the Experimental Group received metacognitive strategies training in their English listening class, and the Contro1 Group received normal English listening instruction without metacognitive strategies training.The experiment is divided into five stages:During the first stage,a questionnaire concerning listeners’ metacognitive awareness was conducted to both the Experimental Group and the Control Group.The purpose is to see their metacognitive awareness level. During the second stage, both the Experimental Group and the Control Group were administrated an English listening comprehension test (Pre-Test). The purpose is see whether the two groups have similar English listening basis.During the third stage,all the subjects in the Experimental Group received metacognitive strategies training in their English listening and the training lasted for one semester , while the Control Group received normal English listening instruction without metacognitive elements.During the fourth stage , all the subjects were administrated another listening comprehension test(Post-Test).Both of the listening comprehension tests are selected from national College English Test (Band Four) to ensure the same level of difficulty.During the last stage, both the Experimental Group and the Control Group were administrated the questionnaire once again. The purpose is to find out whether their metacognitive awareness are improved.After the experiment was finished,all the data were collected and coded into computer to be analyzed by SPSS 11.5.Data from the analysis suggest that metacognitive strategies training positively influenced students’English listening performance. Students who received metacognitive strategies training improved their English listening performance obviously.Moreover, Data from the analysis also suggest that students’metacognitive awareness is enhanced after one semester’metacognitive strategies training and they can consciously apply learning strategies into their study.Therefore,we can draw the conclusion that metacognitive strategies training will be an effective way to improve the listening ability of college students.

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