Research On Metacognitive Training In Senior Middle School English Writing From Self-monitoring Perspective

The New English Curriculum for high schools points out that"English learning strategies that aim to study and learn the language effectively refer to all kinds of actions and steps……Senior school students should develop appropriate English learning strategies, and at the same time, should learn to adjust their English learning strategies continuously."The term"Metacognitive"was first brought up by the American psychologist Flavell in the 1970s. After that, a lot of researchers affirmed the positive effect of metacognition on the acquisition of knowledge. And at the same time, they offered their own understanding of Metacognitive from their own point of view. Many scholars accept Flavell's concept about metacognition, that is, metacognition is"the cognition of cognition". Metacognition includes metacognitive knowledge, metacognitive experience and metacognitive monitoring. The following thesis will offer general concepts on metacognition, and elaborate the approaches of experts from home and abroad to metacognition from their own points of view. In addition, the research will test the correlation between metacognitive strategy training and English writing ability in the process.This research mainly adopts questionaires and analysis of students'English composition as research method, on the basis of which the research manages to have a knowledge of how senior middle school students employ metacognitive strategies, especially self-monitoring strategy to monitor their writing process. On the other hand, it manages to find out the correlation of self-monitoring strategy and marks of English composition. The research approaches students'self-monitoring strategy and their English composition from the following aspects: 1. Get a general idea about how students use metacognitive strategy before the research through questionaires; 2. Make use of questionaires again to find out how the students make progess in the self-monitoring strategy; 3. Make sure how the students make progess in English writing by marking their compositions before and after the research; 4. Analyze the correlation of self-monitoring strategy and the scores of compositions. Finally, the researcher offers reasonable advice and solution about English writing teaching in middle schools.The results of the research reveal that through metacognitive strategy training, senior middle school students'metacognitive and self-monitoring consciousness improves; students can learn actively and independently, and their ability to monitor their own writing process is strengthened; and accordingly, the grades of senior middle school students'English compositions get higher.