本书通过对外语听力理解相关理论、元认知理论以及自主学习理论进行总结与分析，并结合国内外听力教学现状与所存在的问题，从元认知策略培训的角度出发，提出了以元认知策略指导为中心的外语听力课堂教学方法。该方法旨在促进教师在课堂上对学生进行元认知意识培养，提供元认知知识和元认知策略方面的指导来帮助学生提高听力自主学习能力。本书基于实证研究的方法，考察了元认知策略对英语听力自主学习能力的影响。本书使用元认知策略问卷和听力自主学习能力问卷对60名受试对象进行问卷调查，对调查数据进行归纳，而后又对受试对象进行了个性访谈。根据访谈结果，对相关数据进行了分析。通过分析，本书指出了教师和学生该如何使用元认知策略提高听力自主学习能力，其中包含了对听前、听中、听后分别进行相关策略干预的方法。

Part one Introduction
1.1 Background of the English learning strategies research
1.2 The nature of English learning strategies
1.2.1 The definition of English learning strategies
1.2.2 Classification of English learning strategies
1.2.3 The characteristic of English learning strategies
1.3 The overall survey of English learning strategies
1.3.1 The research status of English learning strategies abroad
1.3.2 The development trend of English learning strategy research in China
1.4 The basic assumption of this study and its significance
1.4.1 The basic idea of this study
1.4.2 The significance of this study
1.4.3 The research content
Part two Theoretical basis of English learning strategy training research
2.1 Metacognition strategies
2.1.1 Metacognition vs. cognition
2.1.2 Metacognitive knowledge
2.1.3 Metacognitive monitoring
2.2 Metacognitive language learning strategies
2.2.1 Definitions of metacognitive language learning strategies
2.2.2 Classifications of metacognitive language learning strategies
2.3 Autonomous learning and self-access learning
2.3.1 Definition of autonomy and autonomous learning
2.3.2 Definition and methods of self-access learning
2.4 Metacognitive strategies and autonomous learning
2.5 Metacognitive strategies and autonomous listening learning
2.6 The theory of constructivism
2.6.1 Constructivist learning theory
2.6.2 Constructivism teaching theory
2.7 The theory of humanism
2.7.1 Humanistic view of learning
2.7.2 Humanistic view of teaching
2.8 The theory of information processing
2.8.1 Eight stages of learning activities
2.8.2 Five types of learning outcomes
Part three The survey and result analysis of the current situation of learning strategy use of science and engineering students in college
3.1 Investigation design and implementation
3.1.1 Objects and purpose of investigation
3.1.2 Investigation contents and methods
3.1.3 Investigation tools and process
3.2 Result analysis and investigation of present strategy used by science and engineering students
3.2.1 A survey on the overall level of strategy used by science and engineering students
3.2.2 Survey and result analysis of cognitive strategy use
3.2.3 Survey and result analysis of metacognitive strategy use
3.2.4 Survey and analysis of the memory strategy use
3.2.5 Survey and result analysis of co mpensation strategy use level
3.2.6 Survey and result analysis on affective strategy use
3.2.7 Survey and result analysis on social strategy use
3.2.8 Survey of attitudes of science and engineering students towards strategy training
Part Four The acquisition of English learning strategies
4.1 Introduction
4.2 English learning strategy training
4.2.1 Realization of the training of learning strategies in English course
4.2.2 The purpose of learning strategy training
4.2.3 Guidance framework of learning strategy training
4.2.4 Seven methods of learning strategy training
4.2.5 Specific steps of organizing strategy training courses for learners
4.2.6 Conclusion
4.3 The teacher's role in strategy training
Part five The effect of strategy-based English teaching on students English practical ability
5.1 A study on the assessment of students'autonomous learning ability in learning strategies
5.1.1 Introduction
5.1.2 Research methods
5.1.3 Results and discussion
5.1.4 Conclusion
5.2 A study of metacognition and English listening learning strategy training
5.2.1 Introduction
5.2.2 Research methods
5.2.3 Results and discussion
Part six Conclusion and research suggestions
6.1 Grasping the critical period of strategy training for science and engineering English learners and implement the training
6.2 Actively