A Study On The Students From Central Asia Learning Chinese Vocabulary With Meta-cognitive Strategy

Learning vocabulary is the most basic and most important step. And vocabulary learning goal is to master Chinese language service. In the process of Chinese high school students’ learning, how to leave it independently and effectively becoming a top priority. Therefore vocabulary learning becomes the focus on education strategies. Through literature reading, many scholars research in a wide range of learning strategies, including cognitive strategies, meta-cognitive strategies, social emotional strategies. among all the learning strategies,meta-congnitive strategy is a higher—order. It makes students learn consciously, monitors the learning process, adjust the study plan and the learning process and ultimately achieve better learning effect. For learners,vocabulary learning efficiency is closely related to the use of meta-cognitive strategy. Through the usage of meta-cognitive strategy, students can effectively control to adjust their own learning process.In this paper, on the basis of the study of related literature at home and abroad, though the method of questionnaire, interview, classroom observation to study the Chinese vocabulary is the overall situation of using meta-cognitive strategy, and analyzed the cause of this problem, give two central Asia international students meta-cognitive strategy training and put forward some teaching Suggestions.Through the survey shows that the use of meta-cognitive strategy in central Asia international students learning Chinese vocabulary is not effective. The result of the study shows meta-cognitive strategy hasn’t been laid stress on, fully developed or utilized. It hasn’t been fully infiltrated into learning Chinese vocabulary. The students lack meta-cognitive strategy of related knowledge, they cannot use effectively in the process of learning vocabulary meta-cognitive strategy. Through the study of the Asian students’ Chinese vocabulary learning, meta-cognitive strategy training, and improving Chinese vocabulary learning are effective steps. At last, according to the findings of the experiment, the author gives some suggestions, for example, we should embed meta-cognitive strategy training into Chinese class and should help central Asia international students find their own learning strategy. So that to improve learners’ ability in several aspects. The real use of the meta-cognitive strategies not only to learn Chinese vocabulary, Learn Chinese vocabulary, And applied to the Chinese listening, reading, and among other aspects of Chinese learning, Truly master Chinese.