An Effective Study On The Training Of Metacognitive Strategies And The Autonomy In English Vocabulary Learning For Non-english Majors In Vocational College

O’Malley&Chamot (1990) divide the learning strategies into three categories:cognitive strategy, metacognitive strategy and emotional/social strategy. Themetacognitive strategy is the higher standard than the other two. The meaning of themetacognitive strategy is that the students are conscious of using planning, monitoringand evaluating strategies which can reasonably adjust the learning task.During the last30years, many foreign scholars, such as O’Malley&Chamot(1990), Wenden(1991) and Nunan(1996), have done experiments about themetacognitive strategy training, which proved the practicality. The Chinese scholarWen Qiufang published a series of books about strategies, including strategy training.Ji Kangli (2002), Yang Jianding (2003), Lilan(2005), Lu Yisong(2005) and YangShanjiang(2007) also did researches about the relation between the metacognitivestrategy training and the vocabulary study. The studies of these scholars have made agreat contribution to non-English major vocabulary learning. But how to usemetacognitive strategy theory and training during the English vocabulary teaching invocational college and how to make the students learn vocabulary effectively andscientifically in order to obtain the habit of autonomous learning, should be deeplydiscussed. It is necessary to develop this kind of training among students in order tohave a further discussion about this topic.The creativity of this thesis is that the author uses the metacognitive strategytraining during the non-major English vocabulary teaching, which can cultivatestudents’ capacity of using metacognitive strategies. This method can make studentsget into the habit of vocabulary autonomous learning.In the first part, the metacognitive strategies training abroard and in China arediscussed. Then the author introduces the metacognitive theory. Next the authorproves the relationship between the metacognitive strategy and the vocabularyautonomous learning based on the meaning of vocabulary autonomous learning andthe vocabulary autonomous learning. At the same time the author introduces thestrategies on how to use the metacognitive strategy to improve the capacity of vocabulary autonomous learning.After the research of the relative theories, the author investigates themetacognitive strategy used by the86non-English majors who are sophomores fromShandong Xiehe College and the author gives them the first vocabulary capacity test.Then the author divides the86students into two groups: control group andexperiment group. The experiment group students are given the metacagnitivestrategies training. Trough the contrastive study on the control group and experimentgroup, the result is that the metacognitive strategy training can help the students toimprove their metacognitive awareness, and help the students automatically apply themetacognitive strategy to the vocabulary study so that they can have the capacity ofautonomous learning.