Metacognitive Strategy Training For Independent Study In Vocational School Students Vocabulary

Researchers attach great importance to the cognitive strategies and social/affection strategies while they neglect the metacognitive strategies. From both the theoretical and empirical aspect, the thesis aims to discuss the validity of metacognitive strategies training to the students of secondary vocational school in the process of their vocabulary autonomous learning. At first, the author introduces the meaning of the vocabulary learning and the essence of the vocabulary autonomous learning. After retrospection of the phylogeny of learning strategy, the author probes into the learning strategies and the classification of the strategy training as well as the strategies-based instruction. The relationship between the metacognitive strategies and vocabulary autonomous learning is also discussed with the meaning of metacognitive strategies studied. Then, the relevant successful cases of metacognitive strategies are introduced.And then the author investigates the learning strategies used by the students of secondary vocational school through questionnaire. On the basis of the information obtained from the questionnaire, the author implements the metacognitive strategies training to the students and tests their vocabulary. Through the contrast study of the data of the control group and that of the experiment group, the author concludes that metacognitive strategies can help students increase their awareness of using metacognitive strategies and facilitate their vocabulary learning so as to improve their learning efficiency.