| This thesis reports a study of the effects of cognitive and metacognitive strategy training on vocabulary learning in an English classroom of Shandong University of Technology. The basic theoretical rationales come from cognitive linguistics, psycholinguistics and foreign language learning strategy instruction.Since 1970s in western countries, teachers and researchers' interest in language learning strategies and their training has been increasingly with the intent to help learners become more effective and autonomous. And researches into language learning strategies in China began in 1980s, but researchers into language learning strategy training were few (Wen, 2003). Furthermore, most of the western researches in the field of learning strategy instruction have focused on reading strategies as one of the important language skills (Carrell, 1998), and on cognitive strategies as one of the main categories of learning strategies. In addition, most of the researches on vocabulary learning strategies have also focused on cognitive strategies. In the field of Chinese metacognitve strategy research, the focus of attention is paid much more on literature review and learners' metacognitive strategies' descriptive investigations. The combination research of cognitive and metacognitive strategy training and their correlational research are less covered in Chinese context. Therefore, the present study focuses on both metacognitive and cognitive strategy instruction and its impact on Chinese EFL students' improvement in vocabulary learning.The subjects in the present study are the eighty-two (82) students from two intact second-year non-English major classes in Shandong University of Technology, of the two classes, one is randomly chosen as the experimental class, and the other as the control class. The training lasts for 16 weeks. There are two vocabulary size tests, two vocabulary proficiency tests, and one 5 Likert-scale questionnaire and one...
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