Research On The Application Of Metacognitive Strategies In Junior High School English Vocabulary Teaching

As one of the important English learning strategies,metacognitive strategies are widely used in language teaching.In the 1970 s,with the introduction of the concept of metacognition,many scholars began to investigate the research related to metacognitive strategies.From the initial research on concepts,structures,and functions to the later related fields of English language teaching,more and more related researches appeared.At the end of the 20 th century,with the flourishing of vocabulary teaching research,it is a good attempt to link metacognitive strategies with vocabulary teaching.Based on the metacognitive theory,this study explores the application and research of metacognitive strategies in English vocabulary teaching in junior high school.With the concept and classification of metacognitive strategies proposed by Oxford as the main guidance,supplemented by the regulation strategies in English curriculum standards for compulsory education(2011edition),the researcher classified relevant researches at home and abroad,discussed and analyzed through questionnaires,experiments and interviews,aiming at answering three research questions:(1)In the process of learning vocabulary,what are the most frequently used and least frequently used metacognitive strategies for junior high school students?(2)How does the application of metacognitive strategy in English vocabulary teaching in junior high school influence the improvement in students’ vocabulary performance?(3)What is the relationship between the application of metacognitive strategies in English vocabulary teaching in junior high school and the enhancement of students’ interest in vocabulary learning?In this study,two parallel classes in Grade 8 of Yucai Experimental School were selected as the research objects.Class 3 was experimental class(44 students)and Class 4 was control class(41 students)experimented teaching in one semester.The results show that:(1)the most frequently used metacognitive strategy for students is “paying attention to knowing about your limitations in learning English vocabulary”,and the least often used is “planning the time schedule to learn vocabulary”.(2)The application of metacognitive strategy in English vocabulary teaching in junior high school is conducive to the improvement of students’ English vocabulary performance and has a favorable impact.(3)The application of metacognitive strategy in English vocabulary teaching in junior high school is conducive to the improvement of students’ interest in learning vocabulary,but not all students are interested in learning vocabulary.