An Empirical Study On The Effects Of Metacognitive Strategy Training On Art-oriented High School Students’ Vocabulary Teaching And Learning

It is generally known that vocabulary learning is one of the fundamental elements of language learning.To be specific,vocabulary learning has a great impact on students? listening,speaking,reading and writing.Linguists pointed out that among all the controllable factors,vocabulary learning strategies impacts greatly on English academic performance.While,of all the strategies,metacognitive strategy is higher executive skills.For the above reasons,the author carried out a study to explore whether metacognitive strategies are effective for art-oriented high school students to improve English vocabulary learning.In this study,the author did metacognitive strategies training for students during class and instructed students to plan,make self-monitoring and self-evaluation.This study mainly aims to answer the following two questions:(1)Does metacognitive strategy training improve art-oriented high school students? vocabulary proficiencyeffectively?(2)Does metacognitive strategy training help to improve students? interest in vocabulary learning?The author took 99 students who major in art as subjects and carried out an experimental research.The subjects come from two classes.Before the experiment,the author conducted a metacognitive strategy questionnaire and a vocabulary pre-test in the two classes to see whether there are dramatic differences between them.According to the result,students from the two classes showed no differences in metacognitive strategy application,neither in the performance of pre-test.That is to say,the two classes are parallel classes.The author took one class as the experimental class,the other as the control class.Then the author conducted metacognitive strategy training in experimental class with the considering of the result of the metacognitive strategy questionnaire they did before.While,in the control class,the author carried on conventional teaching as it used to be.What?s more,the author conducted two questionnaires of vocabulary learning interest in experimental class and control class,so as to compare the students? interest in vocabulary learning before and after the experiment.After the experiment,the author analyzed learning interest questionnaires and compared vocabulary pre-test and post-test in the two classes and draws the following conclusions:(1)Art-oriented high school students lack of metacognitive strategy knowledge and application.(2)The metacognitive strategy training has a positive effect on art-oriented high school students? vocabularyproficiency.(3)The metacognitive strategy training can improve students? interests in vocabulary learning.Therefore,metacognitive strategies should be applied more for art-oriented high school students? English vocabulary teaching,in order to promote the students? interest in vocabulary learning and facilitate their vocabulary acquisition.