The Preliminary Construction Of The Metacognition Scale On Vocabulary Learning Of Ordinary High School Students And The Empirical Study

Vocabulary is the basic component of the language, and thus is viewed as a foundation of various language skills.For each senior high school student, the success in English learning is directly determined by the efficiency of vocabulary learning. It has become a consensus of the English educational circle that students need to apply and command vocabulary learning strategies during the course of learning vocabulary. Metacognition, the learning strategy of the highest level, plays a management role in the whole process of vocabulary learning.In view of this, based on the previous researches and semi-structured interviews, the Metacognition Scale on Vocabulary Learning of Ordinary High School Students is constructed. Two measurements have been made among the students in Senior One and Senior Two. Various reliability and validity tests have been carried out on this scale by means of SPSS 18.0 and AMOS 18, and a preliminary metacogniton model of English vocabulary learning of ordinary high school students has been set up.The results show that:1.The Metacognition Scale on English Vocabulary Learning of Ordinary High School Students, which contains three subscales with 62 items in all (including 4 lie items), measures three dimensionalities of the metacognition of English vocabulary learning: metacognitive knowledge, metacognitive experience and metacognitive regulation. By means of various statistical methods including reliability analysis, exploratory and confirmatory factor analysis, all the indexes meet the requirements of psychometric. What's more, the results of the analyses also show that the model has a high imitation degree, which proves that this scale has a high reliability and validity, and thus is of practical value in measuring the metacognition of English vocabulary learning of high school students.2.There are significant differences between male and female students'metacognitive levels of English vocabulary learning, and female students'metacognitive level of English vocabulary learning is significantly higher than male students'in all the other dimensions except personal metacognitive knowledge.3.Significant statistical differences exist between successful learners and less successful learners in both their overall metacognitive levels of English vocabulary learning and all the dimensionalities. That is, the levels of successful learners are distinctly higher than those of less successful learners in every dimensionality of metacognition of English vocabulary learning.