| Vocabulary is the basis of English language skills.With the appearance of meta-cognition theory,the application of meta-cognitive strategy in vocabulary learning is more concerned.Meta-cognitive strategy not only helps students make specific plans,but also can promote them to develop the awareness of self-monitoring and self-evaluating.Therefore,based on the meta-cognitive theory,the research tries to answer the following three questions,aiming at enhancing students' meta-cognitive awareness,improving their English achievements,and hopefully,causing teachers' emphases on meta-cognitive strategy.(1)What is the current situation of meta-cognitive strategy used in English vocabulary in Senior High School?(2)What are changes of students' use of meta-cognitive strategy in vocabulary learning after the training in Senior High School?(3)What effects does meta-cognitive strategy training have on vocabulary achievements in Senior High School?The author chooses students in Grade one of Senior High School in The Affiliated Middle School of Henan Normal University as the subjects,who are from the class 17 and the class 18.These two classes are taught by the author and the total is 125.The author tries to answer the above research questions with the help of the questionnaires,the vocabulary tests and the interview.The research findings show that before the training,most of the students cannot apply meta-cognitive strategy to vocabulary learning widely;after the training,the use of planning strategy and selective attention strategy is improved and students begin to have the awareness of self-monitoring and self-evaluating in their learning;besides,meta-cognitive strategy can improve the situation of students' vocabulary learning,and it is beneficial to students' vocabulary achievements to some extent.Although the research has its limitations,the author still hopes it can contribute a little to improving teachers' emphasis on meta-cognitive strategy and improving the quality of the English teaching. |
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