Metacognitive Strategy And The Teaching Of Writing Strategies In Senior Middle School

Writing is an important part in studying English."Writing makes an exact man"(Francis Bacon, an British philosophy, the 17th century ). The teaching aims in syllabus of China's maddle school provided for just like this:The senior middle school students must have certain skills about listening, speaking ,reading and writing. Listening and speaking first, then reading. Writing followed.This doesn't mean writingis not as important as the other skills, but writing, this kind of skill is developde difficultly among the four skills. Writing is very different from speaking, so writing is required a higher standard.At present, Communication Language Teaching considers writing as a kind of commnuication ability for passing on information in written English. Successful learners must be provided with this ability. During the course of reforming foreign language teaching,we make great efforts to change this phenomenon"deaf and dumb English", that is to say, we should strenghen listening and speading practice constantly. However, if there is so-called"illiteracy English"in our English teaching, that means our teaching is a failure. We have gained much experience in teaching reading comprehension, but we should admit we are poor in teaching of writing. In recent years, writing is brought in NMET(National Matriculation English Test) and it makes up a higher score, thus this arises us more concern about is .Contacting with the practice of English teaching in a senior middle school, intemding to cultivate the writing ability of students by using metacognitive stratety. This paper is of the opinion that some effective and reasonable methods should be concluded. However, the growing use and importance of English places extra demands on L2 Teachers of English to provide school leavers with life-long learning techniques that well enable them to continue learning English independently after leaving compulsory education. Through NMET the disadvantages of the students'writing appeared. According to the textbook, the teaching syllabus and the psychological characteristics of the senior middle students, this paper tries to research how to improve teaching of writing by using metacognitive strategy and the influences on the study results. For example, Through observing learners as they complete different language learning tasks and through having them introspect about strategies or writing about how they solve particular language learning problems, differences between effective and ineffective strategies can be identified. Learners with high and low scores appeared by applying strategies. By using metacognitive strategy the students appear to be active strategy-users. Once learners can apply strategies appropriately to the task, he is sure to be an independent learner.