吳恩梅

【Abstract】With the deeper research of learning strategies， the role of meta-cognition in language learning has become increasingly prominent. Meta-cognitive strategies can give many useful enlightenment in listening teaching.esp，pre-listening prediction.

【Keywords】meta-cognitive strategy； pre-listening； application

【中圖分類號(hào)】G64 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】2095-3089（2017）51-0148-01

1.What is Meta-cognitive strategies

According to Flavell， （1976）theory， meta-cognitive strategies can be divided into planning strategy， monitoring strategy and evaluation strategy. Planning strategy can make the solution of the problem step by step. Monitoring strategy refers to the method of supervision to solve problems .Regulation strategy is a method of evaluation and adjustment， it decides whether one should adjust the current cognitive strategy on the evaluation of cognitive results . In a word，meta-cognitive strategy is related to the management and evaluation of the strategy Here planning strategy will be focused to help learners predict properly before listening.

2.Application of met-cognitive strategy to pre-listening prediction

Pre-listening strategy is the planning strategy of meta-cognitive strategies. Before listening teachers should guide students to scan the given choices，find out the corresponding words， predict the answers boldly.

2.1 Setting goals and plans

Before listening teachers need to help students establish learning goals and plans. The goals can be divided into short-term goals and long-term goals. It can be daily goals， weekly goals， monthly goals or yearly goals. According to the students different cognitive level ， teachers should help them set their own learning plans. Once students complete the established goals， they will have a sense of achievement. There is great advantage for their next learning stage.

2.2 Scanning and linking with already known material

This strategy involves reviewing materials（including new voc-abulary） for an upcoming language activity， and linking these with what the learners have already known. Exactly how this strategy is used depends in part on the level of the learners. Regardless of the students level， let them express their own linkages between new material and what they already know， rather than pointing out all the associations. In any case， vocabulary building can be an important part of the over-viewing strategy. Students can help each other create and expend lists of relevant vocabulary for an upcoming language task， putting those expressions into context and considering similarity in the native language.endprint

So students should build up vocabulary and some try to acquire more and more background information before listening. It is particularly important to learn geographical and cultural passages. If one knows nothing about foreign culture， it will be difficult to understand listening materials. Meanwhile teachers introduce cultural background concerning first， it can also improve the students learning interest. On the other hand， teachers should make students understand the listening training process and its characteristics and make them know listening training has to rely on their own learning phonemic， syntactic and semantic knowledge to understand what they have heard. So in the process of listening practice， students active participation in class activities is the premise of listening training to achieve good results.

2.3 Learning to predict the answers properly

Teachers should give enough time for students to scan the given choices and know something about listening materials. Students try to understand the content and types of the listening material and make a prediction about the answers， such as we answer the reason for “why”， the way for “ how”， the place for “where”， the person for “who” and so on. We can predict the choices according to our knowledge. We also should pay attention to interrogatives and key words， when we listen to these key words， maybe there are answers.

3.Conclusion

Meta-cognitive strategy can help improve the students listening ability，so teachers should teach students how to predict listening materials properly by the given information and then try to foresee the answers. In conclusion， meta-cognitive strategy can help students raise listening level， as well as teaching reform so that the students may learn actively and positively.

References

[1]Flavell， J. H. Meta-cognition and cognition monitoring： A new area of cognitive developmental inquiry [J]. American Psychology. 1979： 256-262

[2]Krashen， S. The Input Hypothesis： Issues and Implications [M]. London： Longman， 1985：76 Moody. Foreign Language Annals， 1984： 331-349

[3]何祖佳.聽力教學(xué)中元認(rèn)知策略培訓(xùn)的實(shí)驗(yàn)研究 [J]. 外語電化教學(xué)， 2005（4）：56-61

[4]紀(jì)康麗.外語學(xué)習(xí)中元認(rèn)知策略的培訓(xùn) [J].外語界，2002（3）：20-26

[5]楊堅(jiān)定.聽力理解策略訓(xùn)練與教師的作用 [J].外語研究，2003（3）：66-71endprint