许多研究外语/二语听力的专家都认同和强调听力策略、特别是近些年的研究中突出的元认知策略指导/培训对听力理解的重要性：能够促进听力理解和培养听者的自主学习能力。然而，这些研究中没有针对听力低水平者进行听力策略、尤其是元认知策略指导的专项研究，而听力低水平者的问题较多且亟待解决，更需要听力策略特别是元认知策略（补偿、掌控）方面的指导。本篇论文报告的是对听力低水平者进行听力策略、尤其是元认知策略指导的个案研究，揭示并讨论了参与者在接受指导中及之后在各方面变化的情况及其个体差异和规律。三位听力低水平者既经历听力课上每周一小时（10周）听力策略的集中培训（教师给予策略示范、支撑、评价和扩展），又接受课后每两周一次的（10周）针对各位听力问题的单独策略指导（对其听力理解中策略运用的细节以追索和内省的方式进行总结、评价和讨论）。通过问卷调查、自查表、听力周记、访谈、口头报告、观察等方式收集他们的材料并对材料进行比较、归纳、分析和讨论。三位参与者在接受为期20周的听力策略指导和跟踪过程中及之后呈现出在不同方面各有侧重的变化和共同的指导所致的正面效应：（一）通过运用学得和改善的策略、特别是元认知策略，他们分别在理解不同听力材料和完成不同听力任务方面，与自己和与班上同起点伙伴相比都有很大进步；听力活动时的焦虑或挫折感分别明显降低，进行听力练习的被动、盲目或低效分别在很大程度上得到转变，英语学习的兴趣和积极性受到激发或得到进一步提高，或是学习中的合作意识得到增强。（二）策略指导后，他们对听力理解和听力策略的作用都有更为全面、透彻的认识；听力策略知识、尤其是元认知策略知识及运用都得到大幅度的扩展；一定程度上都学会了克服学能局限、依据听力任务把握和调控听力过程，能够近乎最大程度地发挥出其现阶段具有的听力理解能力。策略意识的提高及策略的使用有助于解决许多他们原来突出的听力问题，从而提高了学习效率。这些进步使他们的自信心和自我效能感得到增强，同时培养了他们自主学习的能力。本研究所获发现对听力教学有重要启示: 鉴于听力策略指导对听力低水平者在多方面有积极作用和影响，听力教学、课程设置和教材编写上应增加或完善针对不同对象的、综合性的、长期听力策略指导内容，以提高听力教学的效果。

Listening strategy instruction, especially metacognitive strategy instruction in recent years, is believed by many researchers to activate listening comprehension, to enhance listening performance and promote listeners’ autonomy. However, in proving the importance of metacognitive strategies in listening process, relevant studies bring forward many kinds of contrast in listening strategy employment and instruction effect between more-proficient listeners and less-proficient listeners other than any special focuses on listening strategy instruction adjusted to less-proficient listeners.A case study reported in this paper tries to explore what changes listening strategy instruction generates in less-proficient listeners’ strategy knowledge, especially metacognitive knowledge in solving their listening problems; how listening strategy instruction affects less-proficient listeners in belief, confidence, motivation along with learning autonomy during and after instruction; and to what extent listening strategy instruction, especially metacognitive strategy instruction helps promote their listening performance.Three non-English-major participants are selected with the considerations of their willingness to take part in, similar learning background and basic personal listening facilities. They are from the classes ranking the last in the scores of both a placement test and a listening proficiency one, which indicates that they are among those less-proficient listeners at the beginning of college years.Based on the elite of previous strategy researches, a carefully designed listening strategy instruction is carried out explicitly both in class through presentation/ modeling, scaffolding, expansion, evaluation and discussion, and after class via discussion with individual participants on their retrospection and introspection (think aloud) at two-week intervals. This study makes use of questionnaire, checklist, listening diary, which are both explorative and enlightening and thus generally applied by many researchers, along with verbal report, interview and observation as instruments to collect a variety of data in altogether 20 weeks in two semesters.The present paper reports the findings after a close, in-depth investigation and successive analyses of various changes of the three participants, paired to some extent by their classmates, while and after experiencing listening strategy instruction. All the three participants attain a much wider repertoire of listening strategy in which their metacognitive knowledge especially their problem-finding-and-solving ability in listening process are greatly improved. They could achieve their best listening comprehension at their present level through employing listening strategies, especially metacognitive strategies which could not only compensate for their cognitive constraints but also direct and regulate their listening. Furthermore, with their growing experience in listening strategy employment and increasing benefit from it, one participant’s anxiety is reduced while another’s depression is lessened, coupled with both promoted motivation and confidence. Listening strategy instruction also contributes a great deal to development of strategy awareness, learning autonomy and positive changes in their beliefs with diversities and individual inclinations. The three participants make more progress than their classmates in later tests in the first semester and posttest and outdo themselves in different listening texts. In a word, this study sheds light on listening strategy instruction on less-proficient listeners.This paper also discusses pedagogical implications based on the findings: given that strategy, especially metacognitive strategy instruction could engender apparent positive affective changes with both individual inclinations and common features in addition to some progress in strategy knowledge and listening performance of less-proficient listeners, listening strategy instruction should be further advocated and adopted in listening teaching, curricula and textbooks. It should be specially planned for different listeners and appropriately conducted rather than generally or cursorily lectured. It should be implemented by stressing strategy orchestration and in a long period of time before it ensures listeners’ efficient transfer and flexible, integrative employment of strategies to enhance their listening proficiency eventually.