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y can use their already known words or sentences instead of what they do not know in speaking and writing. They can use gestures, facial expression or actionsto cover the shortage in speaking. But in listening, learners can do nothing when thereare difficulties, because the content they hear cannot be seen or touched, it is goneforever.In fact, there are quite big differences between listening comprehension and theother three language skills no matter in process or content. Many of these differencesmake that it is more difficult for the learners to learn and grasp the listening skill. Forexample:1) In many conditions, learners only have one chance to listen, they cannot stopthe television or radio programs and let them speak again, nor do the speech.2) In most conditions, learners cannot control the speakers’ speed. They mustkeep up with the speaker, or they will miss a lot of information.3) When learners meet new words or phrases, they do not have time to thinkthem over or look up the dictionary.4) Speakers may have accent or use dialect which may be difficult for thelisteners to understand.5) No matter in face-to-face communication or in listening to the radios, learnersmay be influenced by noise or other factors.
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Chapter 3 Methodology ....... 29
3.1 Research subjects .... 29
3.2 Research method..... 29
3.3 Research instruments ...... 30
3.3.1 Questionnaire ........ 30
3.4 Research procedure......... 32
3.4.1 Pre-test of MALQ and listening.... 32
3.4.2 Metacognitive strategy training .... 32
3.4.3 Post-test of metacognitive awareness and listening...... 35
3.5 A sample lesson plan....... 35
Chapter 4 Analysis and Discussions .... 37
4.1 Students’ metacognitive awareness strengthened.......... 37
4.2 Students’ ability of catching plot development in English listening..... 39
Chapter 5 Conclusion........... 41
5.1 Summaries of the research ...... 41
5.2 Limitations of the research...... 42
5.3 Suggestions for further research ..... 42

Chapter 4 Analysis and Discussions

This chapter is about the analysis and discussions of the results which are basedon the experimental study. The first part deals with the quantitative analysis of datacollected from the MALQ of the pre-tests and post-tests to see whether students’metacognitive awareness can be strengthened with metacognitive strategy training.The second part shows the quantitative analysis of data collected from the listeningtests to see whether students’ ability of catching plot development in English listeningis improved with metacognitive strategy training.

4.1 Students’ metacognitive awareness strengthened withmetacognitive strategy training

MALQ uses six Likert Scales, including 21 items. The data collected frompre-test questionnaire is to find the current condition of meta-cognitive awareness ofjunior high school students. The following tables are the mean scores and statistics ofmeta-cognitive awareness between the control group and the experimental groupbefore the meta-cognitive strategy training.In the pre-test of the research, both control class and experimental class have twostudents whose questionnaires were useless. From the group statistics aboutmatacognitive awareness of the control group and the experimental group (Table 1),the average points of two groups are 82.02 and 77.55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。