The Application Of Metacognition To English Grammar Teaching In Senior High School

Grammar is one of important components of language. The grammar competence is one of language communicative competence. English grammar teaching is an indispensable part of English language teaching.Grammar teaching appears more importment in our country because it is taught as foreign language.There are two kinds of unhealthy tendency in English teaching: One is more emphasis has been put on the usage of the language for communication and neglect the grammar teaching, the other is more emphasis has been put on teaching of language knowledge and neglect the practical usage of language. In fact,it is impractical for teachers to consider both grammar knowledge and usage of language in limited class time.Metacognition which is called"cognition about cognition,knowing about knowing"is one's awareness and regulation of his cognition.Grammar learning is considered as an activity ont only involving cognition ,but also metacognition.Different scholar hold different views about metacognition.Among them, Flavell's and Brown's are the most important striking.Flavell categorize metacognition into the knowledge of metacognition and metacognitive experience.Brown has summarized metacognition activities that are concerned(a)conscious reflection on one's cognitive abilities and(b)self-regulatory mechanism during on-going attempts to learning to learn or solve problems.This essay deals with the metacognitive strategies in grammar learning for English learners in senior high school.It aims at recognizing the relationship between metacognitive shtrategies adopted by senior school students in grammar learning through questionnaire.A 12-week in-class metacognitive strategy instruction was given to senior high school students.The comparison between the pre-test and post-test of reading comprehension proves that metacognitive strategy instruction helps improve students' grammar learning ability.