Experimental Study Of Metacognitive Strategies Training In Teaching English Vocabulary In Senior High School

There are many reasons for the difficulty in vocabulary learning of high school students,including teachers who pay more attention to the teaching of vocabulary knowledge in the classroom and neglect to teach vocabulary learning and memory strategies;students themselves will not carry out effective planning,monitoring,evaluation and selective attention.In other words,students lack vocabulary learning and memory strategies.Therefore,it is important to introduce metacognitive strategies into high school English vocabulary teaching.The present study focuses on the cultivation of metacognitive strategies in high school English vocabulary teaching.This research is centered on two questions: 1)From which aspects should we start to develop students’ metacognitive strategies? 2)How should we integrate the training of metacognitive strategies with high school English vocabulary teaching? Based on the metacognitive theory and metacognitive strategy theory,this research takes two senior high school students of XX Middle School in Ningxiang City as the subjects and uses vocabulary tests to assess the effects of the strategy training.The vocabulary tests were conducted five times in the process of our investigation.The test questions were: Chinese-English translation of words,Chinese-English translation of word blocks,part-of-speech conversion and sentence translation.The pre-test and post-test were carried out in two classes at the same time,and the three tests in the experiment are carried out in the experimental class.The pre-test results reflect the students’ vocabulary scores before the metacognitive strategy training,and they are used as a reference for the post-test scores,which is the effect of metacognitive strategy training.Three tests in the experiment were carried out after training of the planning strategy,monitoring strategy and self-evaluation strategy,with the purpose of testing the training effect and adjusting the results accordingly.In short,this research is based on the test results to explore the cultivation of metacognitive strategies in high school English vocabulary teaching.This arouses the importance of cultivating metacognitive strategies in high school vocabulary teaching,and enriches high school English vocabulary teaching methods.The results of the previous test show that the average score of the experimental class was47,the average score of the control class 48.5,and neither class reached 60.The post-test results show that the average score of the experimental class was 61.5,and the average score of the control class was 50.The vocabulary score of the experimental class has undergone a qualitative change,reaching the passing line.The difference of their average score means that the training of metacognitive strategies can improve students’ vocabulary performance.Among the four question types,the E-C and C-E translation of words and sentence translations in the experimental class have been significantly improved.Among them,the translation questions focus more on the flexible use of vocabulary based on the examination of students’ vocabulary memory.We can conclude that 1)The cultivation of students’ metacognitive strategies can start from the three aspects of planning strategy,supervision strategy and evaluation strategy in turn.2)Integrating the cultivation of metacognitive strategies into high school English vocabulary teaching classes can adopt the strategy training teaching model proposed by Cohen.Based on these two findings,we put forward corresponding suggestions on the use of metacognitive strategies to teach and learn English vocabulary respectively by teachers and students,which provide certain reference and enlightenment for adopting metacognitive strategies in English vocabulary teaching in high school.