A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting
Listening skill is important to support children in foreign language classrooms. In listening skill listener must distinguish between sound and meaning, understand about language and syntax, also stress and intonation that involve the mental activity of learners to improve their strategy in language acquisition. Listening courses which take the form of listening to tapes rob the listeners of making responses, asking for clarification, or taking part in the interaction. Little research has been done in China concerning what metacognitive strategies listeners use and the differences in the use of metacognitive strategies between successful and unsuccessful listeners. Therefore, this study intends to make an investigation into metacognitve strategies employed by English listeners in an English Foreign Language setting.
In this study, its focus for metacognitive strategy that contains two concepts: metacognitive knowledge, include about person also their knowledge about task and strategy and metacognitive strategies, include strategy like planning, monitoring, or evaluating. This indicates that a language learner is able to evaluate the learning situation, to make plans, to choose suitable skills, to sequence them, to coordinate them, to check their effectiveness and to change the plan when necessary. Metacognitive knowledge and metacognitive strategies form a reciprocal relationshiop. Metacognitive knowledge is a necessary step in learning to manage learning and metacognitive strategies are the actual deployment of metacognitive knowledge. There are differences in the use of metacognitive strategies between successful and unsuccessful listeners. These differences exist in the use of directed attention, functional planning and self-management strategies. If metacognitive strategy not effective there are other researches methods like oral interviews and verbal report may be added to obtain a more accurate strategy description, or other methods like affective strategy or social strategy.
However, it is assumed that the study may provide a truthful description of metacognitive strategies used by English listeners and offer helpful suggestions to the teaching of listening and the improvement of listeners’ abilities in an EFL setting.
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