The Application of Metacognitive Strategies to EFL Listening Instruction—A Study on Metacognitive Strategy-centered Instructional Model in Listening Classroom

Rong ZHAO, Wei XUE


This dissertation reports a tentative study for solving a problem of how to improve the efficiency of foreign language listening teaching so as to improve college students’ listening proficiency, from the viewpoint of the metacognitive strategy-centered training. It has combined the research results in cognitive psychology and learning strategies; and then established a metacognitive strategy-centered instructional model in foreign language listening classroom, which means to improve listening teaching efficiency by promoting students’ metacognitive awareness and instructing students to use metacongitive knowledge and metacognitive strategies in foreign language listening classroom, so as to lead to the improvement in students’ listening performance.


Listening comprehension, Metacognitive strategies, Metacognitive knowledge, Strategy training


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