Through analyzing the Metacognitive Theory, Metacognitive Strategies and their function in the English study, combining the actuality of Chinese college English listening courses, the thesis proposed a Metacognition-centred teaching model in college English listening course, which means to improve students’hearing level and cultivate students’Metacognitive capability by instructing students to use Plan Strategy, Monitoring strategy, Appraisal strategy and Recovery strategy.
Its results show that: Through analyzing the experiment of applying the Metacognitive Strategies to the college English listening course, the thesis proposed to use Metacognitive Strategies to teach college English listening course, cultivate and train the freshmen to use Metacognitive Strategies to study college English listening course and improve their listening level;
the application of the Metacognitive Strategies to the college English listening course is provided with the teachability and the validity and such Metacognitive Strategies can be applied to the other fields of English study.
Then the paper gives implications for EFL textbook design,teachingand learning and finds out ways to compensate the memory capacitylimitation:In textbook design,optimize the input and select differentactivities for learners at different levels to develop their comprehensionability;
Advanced Listening is a strategy-based listening course for advanced ESL/EFL students.
A thorough analysis of the listening comprehension leads to a tentative model of a highly skilled listener which integrates metacognitive strategies and cognitive strategies such as planning, monitoring and elaboration, followed by suggestions for listening comprehension teaching.