An Empirical Study Of Learning Styles,Metacognitive Strategy And Learning Outcomes In Junior Middle School Students

Language learning is a long process, a person is not possible grasp the language of English. in a short period of time. Learn about foreign language learning strategies, to realize their own learning style preference is very important.Metacognitive strategy training has been emphasized since 1980s.However, researches focused their study on students at the college level and senior high school students,and studies targeted at junior middle school students are scarce.This paper reviews researches on metacognitive strategies at home and abroad and analyzes current teaching and learning situations in China.The author will mainly study the implementation of metacognitive strategy training in junior middle school students. The purpose of the study are to investigate the characeristies of metacognitive strategies used by middle school students,detect the differences in stategy use between high and low achievement groups, and examine the correlation between the learning strategy employment and English achievement.Through the analysis of the use of a questionnaire for the students level of metacognitive strategies, the author found that there is a significant positive correlation in using metacognitive strategies and English proficiency, English learning styles and English proficiency are related to English learning styles in experiential learning stages, preference independent learning and auditory learning, the widespread use of metacognitive strategies, metacognitive experience to predict English learning achievement type the greatest impact, followed by metacognitive knowledge, the metacognitive monitoring; learning style, metacognitive strategies and other variables have certain predictive effect on English achievement, to establish the prediction model of regression equation.