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Ⅰ Introduction

1.1 Research Background
Listening plays a significant role in L2 learning and foreign language learning(Rubin, 1994), and it is considered as one of basic skills in all language learning skills,and takes the lead of speaking, reading and writing (Mendelsohn, 1994). The crucialrole has been emphasized in numerous studies in recent years (Rost, 2005; Vandergrift,2008: Atai & Ghotbeldin, 2011) and it has been more highlighted in China, too. Onereflection is the College English Curriculum Requirements in 2007 for non-Englishmajor students, which clearly showed that one of main teaching objectives of collegeEnglish is improving comprehensive English listening and speaking abilities.Moreover, English test system also stresses the importance of English listening. Thereform of listening comprehension of CET4 in 2016, in which the short conversationcomprehension was replaced by news listening, requires higher level listening abilityof students. Hence, college students are inevitably required to develop their listeningskills.However, although some scholars have acknowledged its importance in languageacquisition recently (Richards & Renandya, 2002), there's still a confusion about theeffective way of improving this skill. The development of cognitive psychology haspaved a way for emerging new approaches to listening instruction (Goh, 2008), andlanguage psychologist deemed that a large number of cognitive activities are involvedin listening comprehension process. Nevertheless, metacognition is generallyconsidered as cognition about cognition, which makes a big difference in acquisition,comprehension, retention and application (Brown, 1993; Wenden, 1991). Therefore,applying metacognitive strategy to listening instruction arouse great interests frommany scholars, and they argued that by planning, monitoring and evaluating,metacognitive strategies play parts on the whole process of listening, which makelistening easier and more effective (Vandergrift & Tafaghodtari, 2010).
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1.2 Research Questions
This part presents the research questions that are to be addressed in the study。Specifically, research questions are as follows:1) What is the states quo of non-English major’ metacognitive strategy use in Englishlistening?2) Can the metacognitive strategy training increase frequency of using metacognitivestrategies in listening?3) Does metacognitive strategy training help to improve the non-English majors’listening ability?In all, the present study designed to explore the effectiveness of meta-cognitivestrategies training in English listening among university students, with the purpose ofgetting better understanding about learners’ English listening process and finding outthe in-depth correlation between the metacognitive strategies and English listeningcomprehension ability. It expected to uncover more listening learning skills, and makestudents more actively involved in English listening to improve their listeningcomprehension ability.
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Ⅱ Review of Meta-cognitive Strategy and its Training inListening Instruction

This part is divided into two sections, with the first relating to metacognitivestrategy and the second pertaining to metacognitive strategy training. For the firstsection, it consists of definition and classification of metacognitive strategy. Thesecond part is about the training models of metacognitive strategy trai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。