| Vocabulary teaching plays a very important role in English teaching. This study tries to find a new way to teach vocabulary by combining meta-cognitive strategies with vocabulary strategy training (mainly spelling strategies, grouping strategies and assimilation strategies), in order to increase the students'meta-cognitive awareness of and the ability to use all these strategies freely.This study tries to answer the following questions:1) How do students use the vocabulary leaning strategies and meta-cognitive strategies? 2) Can the training of the vocabulary leaning strategies and meta-cognitive strategies improve the students' vocabulary learning? 3) Can Meta-cognitive strategies arouse students'interest in English learning and improve their learning autonomy?This study selected 110 students as subjects and the five-month experiment was conducted in two classes:one as the experimental class, and the other, as the control class. During the experiment, meta-cognitive strategy training and vocabulary strategy training were implemented to cultivate students'abilities of autonomy, self-control and self-evaluation. The data were collected through questionnaire, pre-test, post-test and interview. The results of the experiment show that the students in experimental class performed better than those in the control class:1) students'interest in English learning has increased; 2) students proficiency in vocabulary has improved; 3) students'awareness of self-control and self-evaluation has developed.4) Students' autonomous learning ability has fostered. The result of the study may be helpful for teaching and further studies in English classroom of senior schools.
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