The Stimulation Of The Development Of Students’ Metacognitive Ability By Foreign English Teachers In Classroom

Nowadays, English teaching should be focusing on the development of students’abilities of listening, speaking, reading and writing. However, English teachers paymuch more attention to helping students pass examinations, ignoring listening andspeaking. As far as listening and speaking is concerned, foreign English teachers wouldbe complement for teaching. Compared with Chinese English teachers, foreign Englishteachers speak much better spoken English, who have a greater knowledge of howEnglish could be used in both academic and daily circumstances. Although ChineseEnglish teachers can not use English as correctly as foreign English teachers, they arefamiliar with different kinds of English examinations in China, therefore, they couldpossibly assist students to get higher marks in their examinations, which both studentsand their parents pay much attention to. Almost all foreign English teachers and ChineseEnglish teachers have different methods in teaching and motivating students, however,Chinese students are more used to traditional teaching processes and methods so thatthey would find some of their foreign English teachers’ classroom activities unfamiliar,meaningless and uninteresting. The reason is that they have different culturalbackground and different cognitive levels. Metacognition refers to self-detect,self-commend and self-adjust when in cognition process. By improving the ability ofmetacognition, students could manage and control themselves and make choicesaccording to their own targets meanwhile they could learn by themselves. However,foreign English teachers’ method might not match students appropriately. By comparingwith the two methods between Chinese English teachers and foreign English teachers,we find the complement between them, and foreign English teachers could improvestudents’ metacognition ability, which would improve English teaching. The thesis aimsto explain how and why foreign teachers would improve students metacognition,analyze the students’ feedback on foreign teachers’ class, put forward some suggestionsthat could improve students’ the ability of metacognition. The present thesis tries to find out the reactions of students on different classes andhow to stimulate students’ enthusiasm. In the research the following are to be examined:what are the different teaching methods between English English teachers and ChinesEnglish teachers; how teachers improve students’ ability and etc.. The methods of theresearch are questionnaire for students and interviews for teachers. Students shouldanswer questions about whether they are satisfied with different teachers’ teachingmethods. While teachers should talk about the ideas about self-recognition and classenvironment and students’ feedback. The thesis illustrates some suggestions on the basisof Metacognition Theory and provides implications in the improvement of Englishteaching. Hopefully it would be beneficial for our English teaching. However, due tothe limitation of time and sufficient knowledge, there are still some problems which arenot being solved. Further research is necessary and needed.