國中教育會考已於2014年開始加考英文聽力。為了增進國中學生聽力理解能力，教師進行聽力策略教學有其必要性。在眾多聽力策略中，後設認知策略尤為重要，它不僅能調整學生使用認知策略的方式以達到更有效的聽力理解，亦能培養學生獨立思考、自主學習的能力。本研究探討後設認知聽力策略教學對於國中學生的聽力表現、聽力焦慮及後設認知覺察的影響。

來自北台灣某公立國中的56位八年級學生參與了這次的實驗，受試者分為實驗組(28人)及對照組(28人)兩組。實驗為期八週，在此期間，實驗組接受一週兩次共16次的後設認知聽力策略教學，教學過程中由研究者引導學生使用後設認知策略步驟來練習聽力。對照組每週亦練習相同的聽力題目，但未接受任何聽力策略教學。所有受試者在實驗前後都接受全民英檢初級聽力測驗，並在測驗後回答聽力焦慮量表(SLLAS)及後設認知覺察聽力量表(MALQ)，以檢視聽力焦慮程度及後設認知覺察的變化。研究者使用了描述性數據，t檢定，及ANCOVA來分析學生的成績及量表填答變化。實驗結束後，兩組中進步最多及退步最多的各五位學生接受訪談，以了解受試者接受聽力測驗時的細節，包含聽力測驗時遇到的問題、焦慮情形、以及聽力測驗時所使用的策略。

本研究發現實驗組在英語聽力測驗的得分並未顯著高於對照組；若與實驗組本身前測相比，則呈現顯著的退步。在焦慮層面，實驗組焦慮問卷的得分與對照組並無顯著差異，但對照組後測的得分顯著地低於其本身的前測，顯示對照組的焦慮程度在後測時顯著地降低。在後設認知策略覺察上，實驗組的表現顯著優於對照組，與實驗組本身前測相比亦呈現顯著的進步，尤其是在引導注意力和心譯兩個面向。學生的訪談中顯示出此教學法對於學生的聽力表現和焦慮程度未能有顯著的改善，但對於聽力後設認知覺察有顯著的提升。依據此研究的發現，我們提出一些在國中英語課堂上實施後設認知聽力教學的建議。

Listening comprehension tests have been officially included in the Comprehensive Assessment for Junior High School Students since 2014. To enhance students’ listening performance, it is essential for EFL teachers to teach listening strategies. Among the listening strategies, the metacognitive listening strategies are considered to be especially important because they not only help listeners regulate listening comprehension effectively but also help them become more self-regulated and independent. The aim of this study was to investigate whether and how metacognitive listening strategy instruction can affect EFL junior high school students’ listening proficiency, listening anxiety, and metacognitive awareness.

The participants in the present study were 56 eighth grade students in a junior high school in northern Taiwan and they were divided into two groups, the experimental group and the comparison group. The experiment lasted for eight weeks. In the eight-week experiment, the experimental group received metacognitive listening strategy instruction, a process-based instruction which focuses on four major metacognitive strategies, twice a week. The comparison group received traditional listening instruction which merely provided listening comprehension exercises, without any instruction on listening strategies. The listening comprehension exercises the two groups did were the same. Before and after the experiment, both groups took GEPT listening tests, Second Language Listening Anxiety Scale (SLLAS), and Metacognitive Awareness Listening Questionnaire (MALQ) to reveal the participants’ changes in listening proficiency, anxiety level, and metacognitive awareness. Descriptive statistics, independent-samples t-tests, paired-t tests, and ANCOVA were conducted to analyze the data. Interviews were conducted with five students that made greatest progress or regress in each of the two groups after the experiment to explore details of the listening process, including the difficulties the participants encountered, the anxiety they experienced, and the strategies they used in listening.

The results showed that the two groups had no significant difference in the listening post-test, but the experimental group’s listening post-test score was significantly lower than its pre-test score. Similarly, the listening anxiety levels between the two groups did not differ significantly in the post-test, but the comparison group’s anxiety level on the post-test was significantly lower than its anxiety level on the pre-test. The experimental group significantly outperformed the comparison group on metacognitive awareness on the post-test. Similarly, the experimental group’s metacognitive awareness scores on the post-test were also significantly higher than its pre-test scores, especially on the factors of directed attention and mental translation. According to the interviews with the experimental group, the metacognitive strategy instruction did not significantly improve the participants’ listening performance and anxiety, but the instruction significantly enhanced their metacognitive awareness on listening. Based on the findings, some pedagogical implications are provided for metacognitive listening strategy instruction in junior high school English classes.

REFERENCES
李尉菱 (民98)。後設認知策略運用於英語聽力教學之行動研究（未出版之碩士論文）。淡江大學，新北市。
張麗玉、顧叔剛 (民101)。朗文全民英檢初級聽力測驗。新北市：培生。
財團法人語言訓練測驗中心 (民98)。全民英語能力分級檢定測驗：97年初級統計報告。取自https://www.lttc.ntu.edu.tw/research/statistics/97年初級成績統計報告.pdf
Anderson, J. R. (1995). Cognitive psychology and its implications. New York, NY: Freeman.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. Retrieved from ERIC database. (ED463659)
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. Tesol Quarterly, 34, 777-786.
Atasheneh, N., & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: A case of Iranian EFL learners. English Language Teaching, 5(3), 178-187.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76, 160-178.
Brown, G. A. (1987). Twenty-five years of teaching listening comprehension. English Teaching Forum, 25 (4), 11-15.
Brown, H. D. (2000). Principles of language teaching and learning. White Plains, NY: Longman.
Brownell, J. (1996). Listening: Attitudes, principles, and skills. New York, NY: Pearson.
Chan, C. -Y. (2005). A study of metacognitive strategies in EFL listening comprehension (Master thesis, National Yunlin University of Science and Technology). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/24712546348736765148
Chang, C. -S. (2005). How does listening anxiety affect the strategy use of Chinese students studying overseas? The Proceedings of 2005 International Conference and Workshop on TEFL & Applied Linguistics (pp. 1-11). Taipei: Crane.
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). Learningstrategies handbook. White Plains, NY: Addison Wesley Longman.
Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company.
Chao, Y. G., & Chien, L. Y. (2005). College English majors’ listening strategies and difficulties while taking TOEFL. In Selected papers from the 14th International symposium on English teaching (pp. 292-301).
Cheng, Y. -S. (2005). EFL learners’ listening comprehension anxiety. English Teaching and Learning, 29 (3), 25-44.
Cheng, Y. -S. (2014). Toward a structural model of L2 language-skill-specific anxiety. (Report No. MOST 100-2410-H-003-098-MY2) Taipei, Taiwan: Ministry of Science and Technology. Chien, C. -Y. (2005). A study on the effects of listening strategy instruction on Taiwanese industrial vocational high school students’ EFL listening comprehension (Master thesis, National Changhua University of Education). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/53242829402421407810
Chin, S. -J. (2010). The effect of metacognitive strategies in EFL listening comprehension (Unpublished master thesis). Husan Chuang University, Hsingchu.
Chiu, H. -H. (1997). The investigation on technological university students’ listening test-taking strategies in the GEPT listening comprehension test. Journal of KUAS, 38, 243-268
Chou, C. -Y. (2014). The development of EFL learners’ metacognitive knowledge and listening comprehension through a process-based approach to listening instruction (Unpublished master thesis). Fu Jen Catholic University, New Taipei city.
Conrad, L. (1985). Semantic versus syntactic cues in listening comprehension. Studies in Second Language Acquisition, 7(1), 59-72.
Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students, Novitas- ROYAL (Research on Youth and Language), 4(1), 35-50.
Cross, J. D. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.
Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESLproficiency among Afrikaans speakers in South Africa. In R.L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 61-74). Honolulu, HI: University of Hawaii Press.
Feng, Y. -X. (2013). An investigation of junior high school students’ listening strategies development after explicit listening instruction (Unpublished master thesis). National Chengchi University, Taipei.
Field, J. (1998). Skills and strategies: Towards a new methodology for listening. English Language Teaching Journal, 52, 110-118.
Field, J. (2000). Finding one’s way in the fog: Listening strategies and second-language learners. Modern English Teacher, 9(1), 29-34.
Field, (2008). Listening in the language classroom. Cambridge, UK: Cambridge University Press.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2, 977-988.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.
Goh, C. (2005). Second language listening expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp.64-84). London, UK: Palgrave Macmillan.
Goh, C. (2008). Metacognitive instruction for second language listening development theory, practice and research implications. A Journal of Language Teaching and Research, 39, 188-213.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. English Language Teaching Journal, 60, 222-232.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128. Graham, S. (2006a) Listening comprehension: the learners’ perspective. System, 34 (2). pp. 165-182. doi: 10.1016/j.system.2005.11.001
Graham, S. (2006b). A study of students’metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39, 296-309.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Han, J. (2014). A study on the influence of anxiety and metacognitive strategies on listening proficiency. Journal of Chemical and Pharmaceutical Research, 6(6), 2484-2496.
Hasan, A. S. (2000). Learners’ perceptions of listening comprehension problems. Language Culture and Curriculum, 13, 137-153.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Hung, L. -C. (2010). An experimental study on the effects of metacognitive strategy based English listening comprehension instruction and strategy use on junior high school students in Taiwan (Master thesis, National Changhua University of Education). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=.yJLN2/record?r1=2&h1=3
Imhof, M. (2001). How to listen more efficiently: Self-monitoring strategies in listening. International Journal of Listening, 15(1), 2-19.
Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English (Unpublished doctoral dissertation). The University of Texas, Austin.
Krashen, S. (1985). The input hypothesis: Issues and implication. London, UK: Longman.
Kummin, S. A., & Rahman, S. (2010). The relationship between the use of metacognitive strategies and achievement in English. Procedia Social and Behavioral Sciences, 7, 145-150
Larsen-Freeman, D. (2000) Techniques and principles in language teaching. 2nd edition. Oxford, NY: Oxford University Press.
Lin, C. -H. (2012). The effects of metacognitive listening instruction on EFL listening comprehension of sixth graders (Master thesis, National Taiwan University of Science and Technology, Taipei). Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=.yJLN2/record?r1=1&h1=4
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99
Mareschal, C. (2007). Student perceptions of a self-regulatory approach to second language listening comprehension development (Unpublished doctoral dissertation). University of Ottawa, Canada.
McCroskey, J. C., & Beatty, M. J. (1984). Communication apprehension and accumulated communication state anxiety experiences: A research note. Communication monographs, 51(1), 79-84.
Mendelsohn, D. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101.
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88.
Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge, UK: Cambridge University Press.
Nyikos, M., & Oxford, R. L. (1993). A factor analytic study of language-learning strategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
Onwuegbuzie, A. J., Baily, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20, 217-239.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.
Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21, 205-211.
Oxford, R. L. (2003). Language learning styles and strategies. Berlin, Germany: Mouton de Gruyter.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Edinburgh Gate, UK: Pearson Education Limited.
Oxford, R. L. (2013). Teaching and researching: language learning strategies. New York, NY: Routledge.
Oxford, R. L., Judd, C., & Giesen, J. (1998). Relationships among learning strategies, learning styles, EFL proficiency, and academic performance among secondary school students in Turkey. Unpublished manuscript, University of Alabama, Tuscaloosa, Alabama.
Purpura, J. E. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
Ranjbar, M., Kargar, A. A., & Behjat, F. (2014). Investigating the effect of listening strategies instruction on reducing foreign language listening anxiety in anxiety Iranian EFL context. International Journal of Language Learning and Applied Linguistics World, 6(3), 282-297.
Rahimi, M., & Katal, M. (2012). Metacognitive listening strategies awareness in learning English as a foreign language: A comparison between university and high school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
Rivers, W. M., & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. Oxford, UK: Oxford University Press.
Rost, M. (1994). On-line summaries as representations of lecture understanding. In J. Flowerdew (Ed.), Academic listening research perspectives (pp. 93-127). Cambridge, UK: Cambridge University Press.
Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
Roever, C., & Pan, Y. C. (2008). Test reviews: GEPT--general English proficiency test. Language Testing, 25, 403-408.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-51.
Rubin, J. (1990). How learner strategies can inform language teaching. In V. Bickley (Ed.), Language use, language teaching, and curriculum (pp. 270-284). Hong Kong, China: Education Department, Institute of Language in Education.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221.
Satio, Y., & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239-251.
Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle & Heinle.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28(1), 129-142.
Selamat, S., & Sidhu, G. K. (2013). Enhancing listening comprehension: The role of metacognitive strategy instruction (MetSI). Procedia-Social and Behavioral Scienences, 90, 421-430.
Sharif, M. Y., & Ferdous, F. (2012). Sources and suggestions to lower listening comprehension anxiety in the EFL classroom: A case study. English Language Teaching, 5(10), 92-104.
Sheerin, S. (1987). Listening comprehension: teaching or testing? English Language Teaching Journal, 4, 126-131.
Sparks, R. J., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111.
Su, Y. (2002). On the teachability of listening learning strategies to Chinese EFL learners at the beginning level (Unpublished master thesis). Guangdong University of Foreign Studies.
Taguchi, N. (2002). L2 learners’ strategic mental processes during listening test. JALT Journal, 23(2), 176-201.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29, 331-342.
Tsai, C. -R. (2010). EFL learners’ listening performance: Its relationship to English proficiency, motivation, listening anxiety, and metacognitive awareness (Master thesis, University of Taipei). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/49019841390686755940
Tsai, T. -J. (2011). Researcher’s teacher development: Using podcasts and metacognitive strategies instruction to teach listening (Master thesis, National Dong Hwa University, Hualien). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/09039800772574632769
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. English Language Teaching Journal, 53(3), 168-176.
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58, 555-575.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26 (1), 70-89. doi: 10.1093/applin/amh039
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462.
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67-80.
Wang, J. -W. (2014). Investigation of the relationship between listening strategy use and listening test anxiety experienced by first-year college students (Unpublished Master thesis). Tamkang University, New Taipei city.
Wenden, A. L. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7(2), 186-205.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.
Wenden, A. L. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27, 435-441.
Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. London, UK: Prentice-Hall International.
Xu, X. (2013). Empirical study on the English listening learning anxiety. Theory and Practice in Language Studies, 3(8), 1375-1380. doi:10.4304/tpls.3.8.1375-1380
Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International Education Studies, 2(4), 134-139.
Yang, Y. -H. (2012). A study on listening anxiety, strategy employment, and performance of adolescent EFL learners in Taiwan (Master thesis, National Taiwan University of Science and Technology, Taipei). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/68572986477157506390
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41, 164-177.