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Study on EFL Learner's Use of Metacognitive Strategies in Listening  Comprehension

ABSTRACT
    Learning strategy is one of the focuses of linguists and English teachers, while
metacognitive strategies-一the strategies that  are in the executive position of the
overall strategies--一have been proved of their importance in the concerned researches.
The present stu街investigated the relationship of English listening proficiency and
metacognitive strategies used by Chinese college students in order to find out if there is
any significant correlation between listening proficiency and metacognitive strategy use
and if there is any obvious difference in metacognitive strategy use across listening
proficiency levels. The subjects selected were 103 non-English majors of three natural
occurring classes in grade two. Firstly, a listening comprehension test randomly chosen
from CET 4 was used to assess the subjects' listening proficiency and thus to group
them into three levels according to their test scores. Secondly, a self-designed  31-item
questionnaire was administered to obtain data as to students' metacognitive strategy use.
At last, two students represent good listener and poor listener respectively were
interviewed so as to demonstrate their differences in the use of metacognitive strategies
during the listening process. One-way ANOVA was used to elicit evidence that there
was significant difference in the use of metacognitvie strategies across three listening
proficiency levels and to determine significant differences in the use of metacognitive
strategy categories. Then Pearson product moment correlations were used to determine
to what extent the relationship between listening proficiency  and metacognitive
strategies is. Followed this were Chi-square tests to identify obvious differences in the
use of individual strategy items across three listening proficiency levels. The formula
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