本研究旨在探討國中學生在接受為期十二周的聽力策略訓練(LSI)之後，其後設認知、認知、社會情感策略的使用和發展以及了解國中學生聽力策略學習的過程。研究對象為36名北部國中七年級學生。其中，後設認知策略和認知策略將在課堂上明確的(explicitly)教導；而社會情感策略則是暗示的(implicitly)教導。從反思日記中所收集的資料以質化和量化的方式分析。量化資料以SPSS 11.5 來做描述統計分析；而質化資料則以逐字稿打出並由研究者和另一名英文老師來做分析與歸類的工作。
研究結果顯示後設認知策略和社會情感策略的使用減少，而認知策略的使用增加。此外能力高低與策略使用的次數並沒有絕對的對應。另外，學生可以在策略訓練的過程中發展出自己的策略。最後，策略的使用十分的個人化與複雜。根據研究發現，本研究提出三點對於國中英文聽力教學上的建議。第一，聽力策略訓練可以與國中英文課程做結合。第二，教導學生聽力策略的同時，應要求學生寫反思日記。最後，不應強迫學生在聽力策略上的使用方式，因為聽力策略的使用個別性很高。

This study aimed to investigate students’ listening strategy learning process and their metacognitive, cognitive, and social/affective strategies utilization as well as development after listening strategy instruction(LSI). The subjects were 36 seventh graders in junior high school in northern Taiwan. These students were taught listening strategies for twelve weeks. Metacognitive strategies and cognitive strategies were taught explicitly while social/affective strategies were taught implicitly. The data from reflective journals were analyzed both quantitatively and qualitatively. The quantitative data were analyzed by the SPSS version 11.5 for the descriptive statistics, while the qualitative data from reflective journals were transcribed verbatim and categorized into the themes by the researcher and another English teacher.
The result showed the reported use of metacognitive strategies and social/affective strategies reduced with time, whereas the reported use of cognitive strategies increased. Meanwhile, the students’ proficiency levels did not correspond to the frequency of strategies use. Besides, students developed strategies that had not been emphasized in LSI. Moreover, students changed their roles from passive learning to active thinking and became better able to apply a wide range of strategies after LSI. Last, it was found that strategy use is highly individualized and complex. Based on these findings, some pedagogical implications were suggested. First, LSI can be integrated in EFL classroom in junior high school. Next, it is important to teach students listening strategies as well as ask them to write reflection journal at the same time. Last, it is better not to force students to use some specific strategies at specific time because strategy use is highly individualized.

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