An Empirical Study On Metacognition Training And The Cultivation Of English Learner Autonomy In Senior High School

English teaching and learning is a very practical activity. To enhance the autonomous learning ability is an important part of English teaching. In China's high school education, the teaching and learning of English occupies an important position. Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes. Metacognitive theory, which aims to improve students'autonomous learning ability by using metacognitive knowledge and metacognitive strategies, is the learning strategy theory introduced to China in 1990s. It has great significance and value in instructing teachers'teaching and students'learning. Based on the results of the learning strategies questionnaire data, the study sets out to investigate the relationship between the use of learning strategies by senior high school students and the learning achievement of the students. In the study, one of the two classes with the same baes and level is used as an experimental class for metacognitive knowledge and metacognitive strategies training. In the experimental class, the students are instructed to employ the metacognitive knowledge, including the knowledge of individuals as learners, the tasks of knowledge and learning strategies. The study also focuses on guiding students to develop learning programs in order to enhance their monitoring capacity of the planned learning and learning self-evaluation skills.After metacognitive training, the teacher conducts a survey on the relationship of metacognition and self-learning ability in both the experimental class and the contrastive class. By comparing the results of the survey in these two classes, we can draw a conclusion that metacognition training can enhance the students'autonomous ability. The higher level of metacognition the students reach, the better they will learn English.