Chapter One Introduction
1.1 Background to the Research
As exam-oriented Education has been shifting to quality education in China, the focus of foreign language teaching turns to improving students’ foreign language communicative proficiency.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges (Gong, et al,2017: 5). Under the influence of the traditional teaching methods, reasons such as insufficient emphasis on English listening and speaking ability, the lack of an authentic environment, the negative impact from psychological and cultural factors, weak language foundation and lack of interest in English lead to the status quo that a majority of learners，thoughthey master English reading and writing well, tend to neglect listening and speaking skills which should be emphasized in language application.
Domestic college English teaching has
1.1探讨背景
由于应试教育已经转移到中国的素质教育，外语教学的重点转向提高学生的外语交流能力。大学英语的目的是培养学生应用英语的能力，英语毕业论文，尤其是听力和口语在一个成熟的方式，因此，在未来的升学和就业以及社会互动，他们将能够进行有效的沟通，并在同时增强其自主学习能力，提高他们的整体文化意识，使中国的社会发展和国际交流（巩俐等人，2017年：5），以满足需求。在传统的教学措施，重视英语听力和口语能力不足等原因的作用，在真实的环境中，缺乏心理和文化因素，语言基础薄弱，英语毕业论文，缺乏英语铅权益的负面作用的状态近况，大多数学习者，虽然他们掌握英语阅读和写作，往往忽视听，说能力，应强调语言运用。
been influenced by exam-oriented educationand grammar-translation teaching for a long time. So teachers have emphasized theinculcation of knowledge so much that they have neglected the training of listening andspeaking skills, which seriously hinders the development of students’ listening andspeaking abilities. Therefore, the reform of college English teaching should eventuallychange the teaching concept of teachers and the passive learning habits of students. Itshould fully embody the idea of student-centered teaching and provide ampleopportunities and space for students to practice. But it is impossible to achieve teachingobjectives only within limited in-class time, and teachers need to guide students tocombine after-class time and in-class time effectively. This involves students’autonomous learning. How to combine after-class learning and in-class learning effectively? “Existing researches show that metacognition is one of the most importantfactors that influence autonomous learning” (Wang, et al, 2017: 121).“Researches overseas on the roles of metacognition playing in learningprocess show that metacognition can promote the students’ awareness oflearning objectives. And metacognition is also the core of learning strategiesand the key to students’ learning” (Qian, et al, 2017: 65).This study aims to improve students’ listening and speaking abilities throughtraining metacognitive strategies and application of those strategies, which is expected tohelp students combine after-class learning and in-class learning effectively.
1.2 Significance of the Research
Currently, a crucial part of college English reform is emphasizing integratedcompetence in language usage, especially listening and speaking abilities. Universitieshave been using regular listening and speaking teaching model over many years.T
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