A Study On The Application Of Metacognitive Strategy To English Vocabulary Teaching In Senior High School

Vocabulary,is one of the three elements in English language and is the foundation of all language skills.Meanwhile,studies manifest that vocabulary learning has become the biggest “stumbling block” for senior high school students.There are many causes leading to students' vocabulary learning difficulties.On the one hand,some of teachers only focus on the explanation of lexical knowledge but neglecting vocabulary teaching and memorizing strategies in English class.On the other hand,students don't understand how to memorize words through vocabulary strategies in different situations,especially effective planning,monitoring,evaluation and selective attention strategy.Therefore,in order to improve the vocabulary learning level of senior high school students and promote the English teaching reform,the author has carried out a study on the application of metacognitive strategy to English vocabulary teaching in senior high school.This study mainly aims to verify two hypotheses.First,metacognitive strategy training can enhance senior high school students' metacognitive strategy awareness in English vocabulary learning.Second,metacognitive strategy training can promote students' vocabulary learning level and their English achievements.By using the literature analysis,questionnaire survey and experiment methods,the author conducts a four-month metacognitive strategy training experiment on 100 second-year senior high students from two classes in Shouguang Senior High School in Weifang City,Shandong Province.Among them,Class 7 is designated as the experimental class,and Class 9 is the controlled class.Before the experiment,the author conducts a questionnaire survey and a vocabulary test to learn about the status of students' vocabulary learning,which lays a foundation for the next metacognitive strategy training in two classes.The results before the experiment show that there is no significant difference in vocabulary level between two classes.And during the experiment,the experimental class adopts metacognitive strategy teaching model,including the related metacognitive strategy,such as planning,monitoring,evaluation and selective attention strategy.But the controlled class still applies the conventional vocabulary teaching model.After the experiment,the author has carried on the questionnaire survey and the vocabulary test in two classes.The experimental conclusions using data analysis are as follows: students in the experimental class have made significant progress in the post test,while the students' performance in the controlled class has not been significantly improved in the post test.To conclude,metacognitive strategy training can enhance students' metacognitive strategy consciousness,promote students' vocabulary learning level and improve their English achievements.Ultimately,the author sums up the main findings of this study,analyzes the limitations of this study and provides some suggestions on metacognitive strategies,hoping to provide some help for future research.