Based on learning motivation theory and metacognitive theory, the present study reports questionnaire surveys on correlation between motivation orientations and listening metacognitive strategies among 117 English majors. Findings suggest that: 1) English majors are mainly stimulated by instrumental motivation and show bias towards planning and evaluation strategy in listening comprehension; 2) there is a significant positive correlation between instrumental motivation and strategy of planning and evaluation; 3) significant difference between high motive group and low motive group only exists in planning and evaluation strategy. Therefore, teachers are encouraged to help students strengthen the training of listening metacognitive strategies form long-lasting motivation and promote listening proficiency as well as self-learning ability.
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