通过整合MALQ和《二语听力元认知问卷》,以成都大学2014级英语专业学生为调查样本,从任务知识、主体知识、策略知识、计划、评价、调节六个维度调查英语专业学生的听力元认知水平。结果显示学生的听力元认知处于中等水平,其中对任务知识的掌握最好,其后依次为主体知识、调节、策略知识、评价,最次为听力计划;策略知识与计划、评价、调节、任务知识、主体知识均有显著程度正相关。 Through the integration of MALQ and the “Second Language Listening Metacognition Questionnaire”, a survey of 2014 English majors in Chengdu University was conducted to investigate the listening comprehension of English majors from the six dimensions of task knowledge, subject knowledge, strategy knowledge, planning, evaluation and adjustment Metacognitive level. The results show that the students’ hearing metacognition is at a medium level, of which the task knowledge is the best mastered, followed by the subject knowledge, regulation, strategy knowledge, evaluation, the most for the hearing plan; strategic knowledge and planning, evaluation, regulation, The task knowledge and subject knowledge have a significant positive correlation.