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sp;  3.1 Research Questions ..........36-37
    3.2 Research Subjects.......... 37
    3.3 Research Instruments.......... 37-44
    3.4 Data Collection.......... 44-45
    3.5 Data Analysis ..........45-46
Chapter Four Results and Discussion.......... 46-77
    4.1 Data Analysis of the Questionnaires ..........46-59
    4.2 Results Indicated by the Questionnaires..........59-62
    4.3 The Reasons of the Non Ecologic Problems.......... 62-66
    4.4 The Ecologic Solutions for the Problems.......... 66-77
Chapter Five Conclusion ..........77-81
    5.1 Research Findings.......... 77-78
    5.2 Implications.......... 78-80
5.3 Limitations and Recommendations.......... 80-81

Conclusion

Though there are some findings in this experimental study, there are also somelimitations in it.Firstly, the time of the training experiment was too short. It was only three months.We didn’t have enough time to train the students the metacognitive strategies inexactly detail. And the students were in Grade Nine. They were busy with differentsubjects every day. The time and the energy they used to learn English listening wouldbe reduced. All these aspects had some influences in the credibility and validity of thisexperiment.Secondly, the subjects of this study were only a small part of the students in Grade9 in Shipai Middle School in Dongguan. The number of the subjects was not too many.So the representativeness was not so strong. If we chose the subjects in a largernumber in different schools in different cities, it would have been better.Thirdly, the result of this study mainly based on the comparison and analysis of thetwo groups’ pre-test and post-test. The impersonality was still to be tested.
As we know that the metacognitive strategies are abstractive and complicated andwe need to master them deeply and roundly. There are still much for us for furtherexploration. For example: Will metacognitive strategies have effect on individualstudent and how much is the effect? Will different situations affect the using ofmetacognitive strategies? In what situation will metacognitive strategies work out thebest? What’s the difference when the students with different listening ability applymetacognitive strategies? How can we make the strategies work better for the studentsin different levels? So the study of metacognitive strategies needs further and deeper exploration to develop their theories and does something good to foreign languagelearning and teaching.

References
[1]A.D. Cohen 1998. Strategies in www.51lunwen.org/chuzhongyingyu/ Learning and Using a Second Language [M] London:Longman.
[2] Anderson, A and T. Lynch 1988 Listening Oxford: Oxford University Press
[3]Bacon.1992 The relationship between gender, comprehension, processing strategies andcognitive and affective response in foreign listening [J].Modern Language Journal(2):160~178.
[4]Berne, J. E. 2004 Listening comprehension strategies: a review of the literature. [J] ForeignLanguage Annals, (37)4:521-533.
[5]Brown, A. L.1987 Metacognition, Executive Control, Self-regulation, and Other MoreMysterious Mechanisms [A].In F. E. Weinert & R. H. Klu本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。