A Study On The Correlation Between Meta-cognitive And Social/affective Strategy Training And Senior High School Students’ Vocabulary Learning

The research on second language learning strategies has become one of the research focuses in education field since 1970 s. Learning strategies cannot be mastered without learning strategies training. Therefore, the researches on learning strategies training have also gradually aroused the attention of scholars abroad and at home in the field of education. There are some studies showing that the learning strategies training are helpful for students’ autonomous and effective learning.Vocabulary learning is an important part throughout the whole English learning process, which has direct influence on senior high school students’ development of listening, speaking, reading and writing. Although a series of researches on vocabulary learning strategies conducted by scholars and linguists have achieved a lot of fruitful results in recent years, majority of the related researches concern on college students and the studies conducted in senior high school are relatively fewer. Therefore, on the basis of the previous studies, the author thinks that it is very necessary to conduct vocabulary learning strategies training among senior high school students to increase their vocabulary learning efficiency.O’Malley and Chamot(1990) classified learning strategies into three major types: cognitive strategies, meta-cognitive strategies and social/affective strategies. They once pointed out that meta-cognitive strategies training can achieve a better training result if it was combined with cognitive strategies or social/affective strategies. Based on O’Malley and Chamot’s classification system on learning strategies, the author integrates meta-cognitive strategies and social/affective strategies together and conducts the combined training among senior high school students and tries to explore the correlation between vocabulary strategy training and students’ vocabulary learning.The research adopts the method of experimental analysis and selects 88 students from second grade in Senior High School of Gongzhuling Shiyan as subjects. The subjects come from two parallel classes whose English are at the same level. Class 1 is the experimental class(EC) and class 2 is the control class(CC). The combined training of meta-cognitive and social/affective strategies is integrated into students’ daily vocabulary learning in the experiment class while the students in control class learn vocabulary under traditional teaching method. The data collected through the instruments of investigation questionnaires, vocabulary tests are analyzed with the help of SPSS17.0. The results show:1. The combined training of meta-cognitive and social/affective strategies can raise students’ awareness of using strategies.2. The combined training can enhance application frequency of the strategies among senior high school students.3. The combined training can bring positive effect on students’ performance in vocabulary learning.