The Training Of Metacognitive Strategies Research On Cultivating Senior One Students' English Learning Autonomy

Metacognitive strategies are also called self-control learning strategies, which guide students to be good autonomy English learners. Metacognitive strategies are regarded as the key factors of cultivating students' English learning autonomy. The improvement of students' English learning autonomy mainly reflects their level of using metacognitive strategies. Metacognitive strategies include how to make study plans, how to monitor their learning process, how to make a proper self assessment etc. The training of metacognitive strategies in English teaching is quite helpful for high school students to cultivate their ability to control their English learning process. A lot of senior high school students remain passive while learning English. The author, who is teaching English in Senior One, is interested in the training of metacognitive strategies. Therefore this paper undertakes to explore how to cultivate English learning autonomy among Senior One students through the training of metacognitive strategies.Chapter One starts with the importance of cultivating and improving Senior One students' autonomy. Chapter Two briefly introduces the theoretical basis for the study and the history of learning strategy training. Chapter Three discusses the characteristic of Senior One students' English learning autonomy and the contents of metacognitive strategy training for Senior One students.Chapter Four makes a survey on Senior One students' English learning autonomy and metaconitive strategies. The result shows that they are short of metacognitive strategy awareness and their use of metacognitive strategy is very low, particularly the weakness of their self-controlling English learning process and infrequent use of study plans in their daily studies. So the author thinks students' autonomy abilities should be enhanced under necessary metacognitive strategy training . Teachers should develop students' sense of strategy awareness, teach them to make study plans and self assessment, and help them use metacognitive strategies.The author did an experiment on metacognitive strategy training for Senior One students. Two same level class Senior One students in Shihua Middle School (Jiujiangjiangxi Province)were divided into a metacognitive strategy training class and a control class. The Author observe and monitor the students' training by carefully talking with them and checking their self-regulate question list and their study diaries. The three phases of the experiment are: Phase One: Cultivating Senior One students' motivation to learn metacognitive strategies; Phase Two: Training the studentstohave a better self-controlling English learning ability; Phase Three: Imprving the students' self-assessment ability. Chapter Five analyzes the data and discusses the study results. The results of the experiment are as follows:1. It was helpful for the students in training Class to enhance their metacognitive strategy awareness.2. The students in training class developed a good learning habit through the planned training and did better in managing their learning process.3. The higher autonomy ability of the students in training class leads to better marks in their English study.The study has its limits. This paper ends with recommendations for further study on metacognitive strategy training.