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l and Case Analysis........... 26-40
        3.5.1 Pre-listening ...........26-29
        3.5.2 While-listening........... 29-38
        3.5.3 Post-listening...........38-40
Chapter 4 Data analysis and Discussion ...........40-55
    4.1 Analysis of Results of Questionnaires........... 40-43
    4.2 Analysis of Pre- and Post-test results........... 43-48
    4.3 Discussion ...........48-55
Chapter 5 Conclusions ...........55-62
    5.1 Findings and Implications........... 55-58
    5.2 Limitations of the Study........... 58-60
5.3 Recommendations for the Future Study ...........60-62

Conclusion

Considering the limitations of the study, some promising recommendations willbe provided as follows.
Firstly, the questionnaire should be designed according to the psychologicalunderstanding of the students and the students' present learning situation in class, andthe teacher should try to make the questionnaire more reliable and more easilyunderstood by all students through simple and clear description.
Secondly, the results of the pre-test and post-test show the different-levelstudents have different developments in different listening types. The languageproficiency and aptitude of the students influence the development of listening andmetacognitive strategies. The further research will be focused on whichmetacognitive strategies effectively develop listening in specific listening activities,how the specific training affects the students' development and what kinds ofmetacognitive strategy training most efficient for different-level students.
Thirdly, it is common to find different types of listening material for strategytraining. Both semi-authentic and authentic texts can be helpflil for differentpurposes. Some listening activities should be designed for metacognitive strategytraining in class. The listening test can't satisfy the need of the training.

References
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2Anderson，A. & Lynch, T. 1998. Listening. New York: Oxford University Press.
3Brown, A. L. 1989. Metacognition’ Executive control’ Self-regulation, and Othermore mysterious mechanisms, Hillsdale, NJ: Lawrence Erlbaum. 56-57.
4Chamot, A. U. 1989. Learning Strategies in Foreign Language Instruction. [J].Foreign Language Annals, 22(1):13-14.
5Flavell，J. H. 1979. Metacognition and Cognitive Monitoring: A New Area ofCognitive-developmental Inquiry [J]. American Psychologist, 34:906 -911.
6Flavell, J. H. 1976. Metacognitive Aspects of Problem Solving. In Resnick (ed.) TheNature of Intelligence. New Jersey Lawrence Erlbaum Associates.78-79.
7Flavell, J H. 1985. Cognitive Development. [M]. Englewood Cliffs, NJ: PrenticeHall.
8Goh, C. C. M. 1997. Metacognitive Awareness and Second Language Listeners. [J].ELT Journal, 51(4): 361 - 369.
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10Goh, C. C. M. 2002. Teaching Listening in the Language Classroom. [M]. Singapore,SEAMEO Regiona本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。