本文从教育学和心理学的角度出发，以O’Mally和Chamot(1999)的认知理论为基础，以Bmwn的教学大纲为模式，以英语专科生为研究对象，并以英语听力策略调查问卷、大学英语四级考试题和学生的听力日记为工具，探讨了听力策略培训，尤其是元认知听力策略和认知听力策略的培训，是否能够提高专科生的英语听力水平以及英语水平的问题。

1. Introduction

  1.1 Significance of the present study

  1.2 Purpose of the present study

  1.3 Need for strategy training research

  1.4 Definition of terms

 1.4.1 Learning strategies

 1.4.2 Classification of learning strategies

 1.4.3 Listening strategies

 1.4.4 The classification of listening strategies

2. Literature review

  2.1 The study of learning strategies

2.1.1 The scope and focus of recent research on learning strategies

2.1.2 The study of listening strategies

3. Theoretical foundation and model of the study

  3.1 Theoretical foundation: O' Malley &Chamot' s cognitive theory

 3.2 The training model

4. The study

 4.1 Research hypothesis

  4.2 Methodology,

 4.2.1 Subjects

 4.2.2 Materials

 4.2.3 Instruments

   4.2.3.1 QELS (questionnaire for English-listening strategies)

   4.2.3.2 Listening diaries

   4.2.3.3 Two CETS-4

 4.2.4 The procedure of data collection and analysis,

 4.2.5 Pilot work

   4.2.5.1 Needs analysis

   1) Findings from the QELA

    a) Findings from Part A of QELS

    b) Findings from part B of QELS

   2) Findings from the pre-test

    4.2.5.2 Training plan

  4.2.6 Training procedure

5. Findings

5.1 Findings from the post-test.

  5.1.1 English listening competence

  5.1.2 Whole English competence

5.2 Findings from the dairies

5.3 Findings from part C of QELS

6. Conclusion and implications

 6.1 Conclusion and discussion

  6.2 Implications

6.2.1 The implications for language lemming programs

6.2.2 Pedagogical implications

  6.2.2.1 The significance of mastery of metacognJtive learninI and social/affective strategies for freshmen

  6.2.2.2 The significance of English majors' mastery of metacognitive listening strategies

  6.3 Limitations of the study

  6.4 Suggestions for further research

Note,

Bibliography

Appendices

Appendix 1

Appendix 2

Acknowledgements