| In the field of second language learning and teaching, focus of research in vocabulary learning strategies has shifted from the early identification and description to the validation and training of learning strategies. In view of the controversy over the necessity and feasibility of strategies training among some English teachers in China and the fact that strategies training are far from popular in English teaching in secondary schools, this thesis aims to prove the validity of metacognitive strategies training in vocabulary learning on both theoretical and empirical grounds. According to the theory put forward by Chamot and O'Malley (1994), the author presents a suggested framework for the implementation of strategies training in formal educational settings. This framework embraces the overall aim of strategies training, some characteristics of effective strategies instruction, and finally, a proposed five-step model for strategies instruction. These five steps are especially stressed and elaborated. The five steps are: (1) preparing for the strategy instruction, including analyzing the learners' factors, diagnosing the strategies learners already use, and identifying the strategies to be trained; (2) presenting the target strategy; (3) practicing the target strategy; (4) evaluating the effects of strategy; and (5) expanding the strategy.A study of metacognitive strategy instruction is provided. The subjects are 104 the secondary students in No.3 Senior School attached to Jiuquan Iron and Steel Company in two natural classes, with the present author as their lecturer. One class is randomly chosen as the experimental class(EC), the other as the control class(CC) The research data come from their scores in the pre and post vocabulary tests and the pre-and post-training metacognitive strategy questionnaires. The result of the study showed that explicit metacognitive strategy training has a significant positive effect on the vocabulary learning of Chinese senior students.
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