The Influence Of Meta-cognitive Strategies Training On English Vocabulary Learning Of Senior High School Students

Vocabulary is an essential part of English teaching,which is not only the most basic content in language learning but also the guarantee to improve students’ language skills,including listening,speaking,reading and writing.However,in daily English teaching,it is challenging for teachers and students to teach and learn vocabulary.Due to the lack of teachers’ guidance on vocabulary learning strategies,many students have no initiative and enthusiasm,which leads them to suffer lack of independent thinking and self-reflection Under such circumstance,it is particularly important for teachers to guide senior high school students to master scientific and systematic vocabulary learning strategies as early as possible At that time,meta-cognitive strategies provides a new perspective for English vocabulary teaching.This study involves meta-cognitive strategy training in sophomores’English vocabulary teaching and explore the influence of meta-cognitive strategies training on English vocabulary learning of senior two students with the empirical study.This study takes meta-cognition theory,meta-cognitive strategy theory and meta-cognitive strategy training framework theory as the theoretical basis and tries to answer the following questions(1)Does meta-cognitive strategy training(MST)improve senior two students’English vocabulary achievements?(2)Are there significant differences in the use of meta-cognitive strategies among students with different vocabulary achievements in the EC after MST?Through questionnaire survey and vocabulary tests,this study takes 98 senior two students taught by the author(class 2,the control class and class 7,the experimental class)who are from Jingtai Second Middle School,Baiyin city,Gansu province,as research subjects and conducts the four-month meta-cognitive strategies training.Class 7 which is randomly selected as the experimental class,adopts the vocabulary teaching mode of meta-cognitve strategy training,while class 2 which is randomly selected as the control class,adopts to the traditional vocabulary teaching modeThis study lasts for 17 weeks,which mainly includes pre-test,the experiment and post-test.In order to ensure that there is no significant difference in students’vocabulary achievements between EC and CC,the author conducts the questionnaire pre-test and the vocabulary pre-test.The results of the pre-test show that these two classes really have the same vocabulary level.After 17 weeks of training,the author analyzes the collected data through spss22.0 and finds that(1)Meta-cognitive strategy training can improve senior two students’ vocabulary achievements(2)Students with different vocabulary achievements have different use frequency of meta-cognitive strategies.To be specific,the higher students’ vocabulary achievements are,the more frequently students use the meta-cognitve strategiesThis study has some implications for the English vocabulary teaching of senior high schools.On the one hand,teachers should make students realize the important role of meta-cognitive strategies in the process of learning vocabulary.In daily teaching,teachers should cultivate students’meta-cognitive awareness as early as possible.On the other hand,teachers should have different requirements and expectations for students with different vocabulary achievements.