A Study On Application Of Meta-cognitive Strategies In Senior High School English Vocabulary Teaching

Vocabulary learning is the key to senior high school students’ English learning process.To a certain extent,vocabulary is a necessary prerequisite of English learning.It is vocabulary that enables students to make learning and practice of listening,speaking,reading,and writing.So solving the vocabulary problem is the key to successful English teaching.Vocabulary learning mainly depends on students’ self-learning ability,but the vocabulary teaching method is also very important.Teachers spend a lot of time and effort teaching vocabulary,the effect of which turns out to be unsatisfactory for a lack of effectiveness in their teaching.They explain too much,have students memorize a bunch of disjointed words and sentences,and make no distinction between the major and minor issues in vocabulary teaching,which inevitably brings heavier burden and pressure on students,and makes them feel overwhelmed by the complexity of vocabulary learning.As a result,students dislike vocabulary learning gradually.In English Vocabulary teaching,few teachers base their teaching on strategies and theories.For students,the difficulty in English is how to learn and master vocabulary.Therefore,it is more important to teach students effective strategies and methods of vocabulary learning.Metacognitive strategy is a kind of learning strategy to promote students’ self-learning ability,which mainly guides the students to design their own learning process and to adjustments and monitoring of the learning process,finally helps students to evaluate the learning results.It is an important part of English classroom teaching reform to integrate metacognitive strategies into teaching.This paper aims to study the role of metacognitive strategies in vocabulary teaching process in senior high school and the importance of vocabulary for English learning.The subjects of this study are students from two classes who were taught by the same teacher of First HighSchool of Huangzhou District in Huanggang City.Class 3 was taught in accordance with the traditional teaching methods,while class 6 accepted training of metacognitive strategy and was under the guidance of the strategy for vocabulary teaching and vocabulary learning.The vocabulary level tests were carried out in the two classes before and after the experiment,and the data were analyzed statistically.The following conclusions were drawn:1)After the experiment,students from class 6 turn out to have a better command of vocabulary and demonstrate a better performance in English learning.2)After the metacognitive strategy training,the self-learning ability of students from class 6 were significantly improved.3)The improvement of lexical level has a positive effect on the improvement of overall English ability.The results show that the application of metacognitive strategies to English vocabulary teaching in senior high school is effective,and can improve students’ self-discipline ability.Generally speaking,vocabulary learning based on metacognitive strategies is feasible and valid.The vocabulary learning based on metacognitive strategies is better than the traditional method.This study also enlightens the teachers to transform their teaching concept in order to enhance students’ vocabulary learning.