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　　2.5 Summary of the Literature Review

　　It is clear from the literature reviewed above that metacognitive awareness, with its crucial role of planning, monitoring, and evaluation, is of great value in facilitating listening process and thus achieving improved comprehension. Nevertheless, it has always been a field where few Chinese EFL researchers have attempted to explore for instructional purposes. To be precise, the effects of metacognitive listening strategy training on Chinese EFL learners' listening comprehension are rarely studied and little is yet known about the relationship between the learners' metacognitive listening awareness and their listening comprehension.

　　The review has also manifested that incidental vocabulary acquisition is a major source of vocabulary gains and incidental vocabulary acquisition through listening, in addition to reading, is another promising source of vocabulary acquisition. However, it has received less attention from relative researchers. This is especially true in a Chinese context, for few attempts were made to investigate Chinese learners' EFL vocabulary acquisition from listening, neither was there research investigating the effects of different listening conditions on incidental vocabulary acquisition. What is more, the relationship between Chinese learners' EFL vocabulary acquisition and their metacognitive awareness from listening tasks was almost never studied. In this sense, the present study attempts to try a new approach to filling the gap in this research area. 元认知策略研究：二语听力理解与附带词汇习得（英文版）