The Experiment Study Of Attributive Clause Learning Based On Metacognitive Strategy Training

Grammar is the usages or the rules of a language.If there were no grammar,the language would be a pile of disordered words.Therefore,grammar teaching occupies a very important place in foreign language teaching.“English Curriculum Standards for Senior High School(test edition,2017)” has made clear requirements on grammar teaching: Grammar is learned for its practicality,in order that the learners can master it and use it correctly.Thus the grammar teaching is aimed at helping learner grasp and use the targeted language by improving their grammar skill.However,some problems do exist in English teaching of senior high school,such as the lack of systematicness and the neglect of the main status of students.In view of this,this study based on the research results of learning strategies at home and abroad,attempts to integrate metacognitive strategy training into English grammar,with 104 students in two classes in a senior high school of Tangxian County,Baoding as the research subjects and by means of questionnaires,tests and interviews.The purpose of this study is to investigate the current situation of students' metacognitive strategy application in grammar learning,and whether metacognitive strategies training can improve students' academic performance of English grammar.The results shows that applying the metacognitive strategy training to English grammar teaching enhanced students' metacognitive awareness,made them use metacognitive strategies in grammar learning more frequently and enabled them to plan,monitor and evaluate their learning process efficiently.The students who took part in the metacognitive strategy training,performed better in the test than the students who did not participate in the training.Through the experiment and data analysis,it can be concluded that it is necessary to apply the metacognitive strategy training into English grammar learning in senior high schools.Some teaching implication can be drawn from it: in the process of teaching,teachers should introduce the training of metacognitive strategies to the students depending on different teaching content;students should also adapt themselves to the student-centered learning model and actively use the metacognitive strategies in their own grammar learning and English language learning,which may eventually facilitate the cultivation of their autonomous learning ability.