A Study On Strategies For Cultivating Junior High School Students' Self-monitoring Ability In English Learnin

English Curriculum Standards for Compulsory Education(2011)pointed out that the compulsory education stage English course has a dual nature of instrumental and humanism.The overall goal is to enable students to form preliminary comprehensive language ability through English learning,to form an overall development based on language skills,language knowledge,emotional attitude,learning strategies and cultural awareness,to promote mental development and improve comprehensive humanistic quality.The current macro policy education background,middle curriculum reform and micro learning environment put forward new requirements for junior middle school students’ English learning.As one of the effective learning strategies,self-monitoring ability is beneficial to improve students’ learning efficiency and develop their autonomous learning ability and is conducive to promoting students’ active learning and sustainable development.Literature review shows that there are few empirical studies on self-monitoring in junior middle school students’ English learning.Based on the goals and requirements of the law on English Curriculum Standards for Compulsory Education(2011),according to the metacognitive theory guiding,internal requirement and target for junior middle school English teaching,how to effectively promote English learning in junior middle school students self-monitoring ability? This paper tries to explore the methods and strategies of cultivating junior middle school students’ self-monitoring ability in English learning in classroom teaching.The research questions are as follows: How to effectively improve junior middle school students’ ability of self-monitoring in English learning? It mainly includes investigating the current situation of junior middle school students’ English learning and self-monitoring ability,putting forward corresponding training strategies,practicing them in teaching,and testing the teaching effect.The experiment was carried out in a middle school in ××City.By means of questionnaire survey,interview and test,217 students in grade two of junior middle school were investigated and interviewed on the application of self-monitoring strategies,and the experimental teaching effects were compared by pre-test and post-test.The study found that junior middle school students have weak self-monitoring awareness and inadequate self-monitoring ability in English learning,which is manifested as inability to effectively formulate English learning plans and goals,poor ability to use monitoring strategies,weak ability to reflect and remedy,and poor ability to evaluate and summarize.Through targeted teaching design,the “four-step classroom” teaching practice of target penetration method,strategy penetration method,error sorting method and inductive improvement method is adopted.Through independent preview before class,independent presentation in class,independent summary after class,extracurricular communication,let students fill in the self-monitoring form,complete the learning weekly notes,from external supervision to endogenous motivation training transition.Teaching experiments and tests show that students’ self-monitoring ability in English listening,speaking,reading and writing has been significantly improved.Students have self-monitoring awareness and preliminary self-monitoring ability.Their attitude and interest in English learning have changed greatly,and their English learning ability has also been significantly improved.Their attitude and interest in English learning have been changed greatly,and their English learning ability has also been significantly improved.The research shows that the cultivation of self-monitoring ability in English learning is conducive to the formation of junior middle school students’ emotional attitude and learning strategy,which is conducive to the realization of their comprehensive language ability.