Metacognitive Strategy Training For Non-English Majors Of Higher Vocational Education

Learning strategy has been one of the hottest topics in China's TEFL since the student-centered teaching methodology was acknowledged. Nonetheless, the importance of metacognitive strategies has been underestimated and underutilized by most researches. In contrast with previous studies on learning strategy that focus on the identifications, descriptions and classifications of general learning strategies, this thesis is an attempt to examine the rationale of metacognitive strategy instructions and to explore its constructive insights in the context of China's higher vocational education.By conducting an empirical research within the framework of O'Malley and Chamot's CALLA among the students of Shanghai Second Polytechnic University (SSPU), the author probes into two specific issues: 1) how metacognitive awareness training affects EFL? 2) what are the effects of applying the CALLA model to metacognitive strategy training? The findings of the research show that metacognitive strategy training contributed significantly to the subjects'English learning in at least three aspects: 1) it facilitated subjects'effort in English learning, promoted their learning motivation and developed their self-access learning; 2) metacognitive awareness training had indispensable impacts on subjects'English learning; and 3) the CALLA model proved effective in improving subjects'linguistic proficiency and metacognitive abilities. Based on the results of the research, the author proposes some tentative pedagogical implications for practitioners in teaching non-English majors of higher vocational education. Five implications are suggested: 1) explicit and integrated metacognitive instructions are more helpful and effective than embedded and separate ones; 2) CALLA has some potential application on metacognitive strategy training in the foreign language classrooms in China; 3) metacognitive awareness training indispensably enhances strategy training; 4) teacher-directed approach is necessary for learners without higher English proficiency,; 5) it is necessary for teachers to shift from the traditional role of"fountain of knowledge"to the role of trainer, facilitator and supervisor with enhanced overall qualities.