Study on Metacognitive Strategies Application among Chinese Interpretation EFL Learners Based on CSE (China Standard of English)

Mengyan Li

doi:10.6918/IJOSSER.202606_9(6).0002

Authors

Mengyan Li

DOI:

https://doi.org/10.6918/IJOSSER.202606_9(6).0002

Keywords:

Metacognitive strategies; English-Chinese consecutive interpretation; EFL learners.

Abstract

English-Chinese interpretation imposes significant demands on EFL learners listening abilities and their application of metacognitive strategies. The English listening Listening strategy scale and interpretation strategy scale, based on metacognitive strategy classification, serve as benchmarks for assessing learners metacognitive strategies and listening skills, while also providing references for interpretation instruction in China. However, in CSE contexts, EFL learners exhibit distinct metacognitive strategy characteristics and face challenges in implementing, evaluating/remedying, and assessing these strategies. Addressing the metacognitive strategy characteristics and difficulties encountered by EFL learners in English-Chinese interpretation listening, this paper proposes teaching approaches and recommendations from a project-based teaching perspective, focusing on three key areas: listening context design, training priorities, and integration of listening with other skills, thereby offering valuable insights for interpretation education.

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