Metacognitive Strategy Training To Cultivate The English Autonomy Of Senior-One Students

Having been teaching English in senior high school for one semester, the authorfound many students are not efficient in their English study and they are not autonomous.It is urgent to find a way to help them out. With the development of the second languageacquisition, the metacogtive strategy has become hot as an important part of learningstrategy. However, more focus is paid on learner’s metacognitive descriptiveinvestigations and little has been studied about it based instruction. Here I am interestedin cultivating learner autonomy through systematic training.The program aims to test whether metacognitive strategy training can enhance seniorschool students’ autonomy in English study and finally improve their English proficiency.The paper starts with the background, importance and methods of this study，then itbriefly introduces the theoretical concepts for the study. Chapter three analyzes thenecessity and feasibility of metacognitve strategy training for100senior-high students.The next is the research part, where at first the author makes a survey about learningautonomy and metaconitive strategies, and plans an English test. Then the author does thetraining in five steps：Step one is the introducing. Step two is cultivating the ability ofself-management and self-monitor. Step three is modeling and practicing. Step four iscultivating the ability of the self-evaluation and reflection. Step five is applying. By doingthe contrast and analysis comes to the conclusion that the metacognitive strategy traininghelps the students improve the awareness of being independent and autonomous in study.The students can learn to make plans, monitor and evaluate. The results shows that thestudents which from the experiential class get significant improvement in Englishproficiency.Based on the experience, the author picks out some suggestions for how to embedmetacognitive training into English practice. Firstly, the English teachers and studentsshould have the awareness of metacognitive strategy training; secondly, the traditionalroles of teachers and students should be improved. Finally, our teachers should embedstrategy training into language learning tasks. At the end of the paper, it also picks out the limitation of the experiment and recommendation for further study.