高职高专学生元认知策略和英语听力理解的关系

英语听力理解能力与元认知策略的使用之间存在显著相关性，其中监控策略的运用是区分学生听力水平的最关键因素，但绝大多数学生都不太关注评估策略。研究表明可将元认知策略融入高职高专的英语听力教学。

Relations between Listening Comprehension and Use of Metacognitive Strategy in College English Teaching

Listening proficiency is significantly correlated with the use of metacognitive strategy. The application of monitoring strategy is the most decisive factor to classify the levels of listening comprehension, but most of the college students attach little importance to evaluation strategy. The outcome of the study show that college English teachers can integrate metocognitive strategy into their aural English teaching.