On Metacognitive Strategy Training Of Efl Writing Of Senior High School Students

Cognitive strategy is monitored by metacognitive strategy. And the successful learners largely based on the proper use of metacognitive strategy (Wen,1993; O'Malley & Chamot,1990). Thus language teacher should instruct students to apply learning strategy correctly besides training their four basic language skills. The results of writing performance of NMET of Fujian province recent years indicated that most of students were poor in EFL writing. It is attempted that study on promoting EFL writing proficiency with the help of metacognitive strategy training would provide implications for ELT in senior high school.This thesis first describes some problems in senior high school English writing and analyzes the causes. Then on the basis of both metacognitive theory and the reality of students, the author advocates that four metacognitive strategies training programs are applicable in the area of language teaching and learning. To empower students, the teacher assists learners to develop an awareness of their own prefer learning styles (which matches MI theory) and complement their strategy repertoire with additional strategies that match their styles. When metacognitive strategy training was used in EFL writing class, it can provide more useful writing strategies, promote comprehensible input and output, and stimulate their writing motivation. By providing MI theory as a metacognitive strategy and interaction in and out of classroom, it can also help students understand writing process better, monitor and self-assess their writing performance and plans for the purpose of autonomous learning.In addition, an 18-week experimental research was carried out. The non-equivalent control group design was adopted and the 111 subjects of Grade One from the key senior high school in the city were involved. A metacognitive strategy of writing questionnaire and pr-test on writing indicated the two classes had the similarities as the overall language competence, writing ability and metacognitive strategy application. Metacognitive strategy-based writing was inserted in English teaching in the experimental group while the traditional writing teaching was used in the control one. Data were analyzed through t-test (SPSS10.0). The results showed that writing and the overall of language achievements of the experimental group had improved significantly. On the other hand, the intermediate and low levels hold positive attitude to the effective and efficient of metacognitive strategy training of EFL writing by reading learners' writing exercises, face to face interview and the comparing of another metacognitive strategy of writing questionnaire.In a word, the results of the present study show that metacognitive strategy training of EFL writing is a more effective teaching approach than the traditional one. As long as the use of metacognitive strategy of writing is combined with successful learners' strategy and analyzing students' intelligences properly, much better teaching effects can be attained.