A Study Of Vocabulary Teaching Effective Way Of Middle School English Teachers From Perspective Of Meta-cognitive Strategy

In English teaching, the vocabulary is very important, especially in middleschool. The students should grasp enough words, and then they can write anexcellent composition, they can do the exercise well, at the same time in the futurelearning they will study English better. For the middle school English teachers, theyshould use more strategies to teach vocabulary, because the vocabulary is basic forthe middle school students. There are many strategies in vocabulary teaching, mostof the researchers pay more attention to the general cognitive strategies and ignoredmetacognitive strategies. But in recent years, more and more researchers begin tostudy the metacognitive strategy in vocabulary teaching and learning.This thesis is to study vocabulary teaching effective way of middle schoolEnglish teachers from perspective of metacongnitive strategy. In other word, theinnovative point is to investigate the vocabulary teaching from teachers’points ofview, and at the same time, to observe the students’response of this teaching method,and the atmosphere of class. This study is understaken for the purpose of finding anew mode of vocabulary teaching to help middle school English teachers teachvocabulary more effectively, and improve their students’abilities to use words thatthey have learned. The research subjects are 10 English teachers and their studentsfrom Liaoyang No.1 Middle School and No.9 Middle School. Before theinvestigation, the author interviews the 10 teachers to know their metacognitivestrategy in vocabulary teaching. For the students, the questionnaire and the vocabulary test are necessary. In class the author observes the teachers to usemetacognitive strategy in vocabulary teaching and the response of their students,meanwhile taking notes and doing tape-recording for the analyses. The investigationlasts for 15 weeks and there are three kinds of courses, including new lesson, reviewlesson and exercise lesson. In these courses, the major is vocabulary teaching withmetacognitive strategy.After the investigation, the author gets the result that metacognitive strategyare useful for vocabulary teaching. However, there are some limitations of this thesis,and meanwhile some suggestions for the further research pointed out in the lastchapter.