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entsthe results of the experiment and discusses the problems in practice based on the dataanalysis. Chapter 5 shows the main conclusions，implications and limitations andprovides the recommendations for the future study.

Chapter 2 literature review

The literature review mainly refers to the metacognitive theory and themetacognitive strategy research. A good learner needs to apply the metacognitivestrategies to analyze his own thinking.

2.1 Listening Comprehension
Listening takes up more than 50% of our daily life (Goh.1997). Listeningcomprehension is the main channel of classroom instruction to improve students'listening.

2.1.1 Definition of Listening Comprehension
In the language classroom，the teaching of listening often focuses oncomprehensive listening. Comprehensive listening is to understand the message andform the foundation for listening therapeutically, critically and appreciatively.The content of listening comprehension is for details, gist, drawing inferences,making predictions and listening selectively (Goh.1997). Listening for details needsintensiveness for specific information such as key words, numbers and intonations.Listening for gist is aiming to catch the main ideas but not the details which ismost frequently used by good listeners. Drawing inference asks students to listenbetween the lines or organize the listening information through their own experienceor knowledge known before. Listening selectively shows that a listener should listenconsciously with selective attention for specific parts. Making prediction encouragesstudents to make use of kinds of clues to predict for listening more attentively withspecific purposes.
Listening comprehension is also regarded as a product which is got by studentsin different ways such as prediction, transformation, organization, effective notes anddictation. There have been many reasons for listening comprehension. Harmer (1991) lists some reasons for listening comprehension including; (1) listening to confirm theexpectations; (2) listening for communicative tasks; (3) listening to extract specificinformation; (4) listening for general understanding; (5) listening to recognizefunctions; (6) listening to deduce meaning. In class, students should followinstructions to carry out a listening task efficiently by themselves or with theteacher's help and instructions.

2.1.2 Categories of Listening Comprehension
According to Rost (1994), listening can be divided into three types: intensivelistening, selective listening and interactive listening. Intensive listening can forcestudents to focus on the precise words, phrases and units. Selective listening canmake students pay attention to the key words, clues and important relations inlistening. Interactive listening creates true environment for students to interact witheach other through collaborative conversations. This category gives teacherssupport and possibility for designing different listening tasks to develop students'different listening abilities.

Chapter 3 Experiment Design........... 22-40
    3.1 Objectives of the Experiment........... 22
    3.2 Subjects ...........22-23
    3.3 Instruments ...........23-24 
    3.4 Procedure ...........24-26
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