Research Of Applying Metacognitive Strategy Into Vocabulary Teaching In Grade2in High School

Vocabulary is one of the three factors of language (phonetics, vocabulary,grammar),and the basic of language. Without vocabularies, nothing can be expressed. Onlywith enough vocabularies, can it be guaranteed that we can understand listening, increasereading speed and improve reading comprehension, and translate and express correctlyand accurately. In fact, a person’s number of vocabulary in some degree can decide on hisor her level of English. Vocabulary is the biggest obstacle of our students, especially for thestudents of Grade2in our average school. Above all, vocabulary teaching should be paidmore attention to according to requirement in English Curriculum Standard. As the base ofthe English teaching, vocabulary teaching will have a deep and great effect on teachingquality. Learning vocabulary is not simply memorizing words from vocabulary lists, but aprocess of active participation of the learners and a required skill needed to be mastered bylearners. The students the author teaches from average classes, who are lack of vocabularies,have no strategies of planning, self-monitor and self-evaluation. Metacognitive strategyimprovement can contribute to the improvement of cognitive strategy and self-controllingand self-adjustment. Therefore in our daily teaching, metacognitive strategy should beinstructed, which will affect the students’ English learning greatly.In order to prove whether metacognitive strategy training can contribute to students’vocabulary learning and English level, the author have an experiment on the trainings ofmetacognitive strategy and vocabulary learning strategies in her classes for19weeks.During the pre-training time, the pre-test and questionnaire about vocabulary was held inorder to get the situation about the students, which would be useful to the followingexperiment; During the mid-training, carry out the training of strategies of planning,self-monitoring and self-evaluation, and after every strategy training, an aimed Englishvocabulary test will be held to prove the effect of strategy trainings. And the training ofvocabulary learning strategies accompanies the whole training. Meanwhile, twointerviewing were held among the representatives from the tested class. At the period ofpost-training, another questionnaire investigation and post-test about vocabulary were heldin order to know if the students can use the strategies freely, and if it can be useful tostudents’ language learning, if it can increase the scale of vocabulary and students Englishlevel. After this, according to the data from the test and investigation, the result is asfollows: in Grade2through strategy training on metacognition and vocabulary learning, itcan enable the students to study English vocabulary effectively, increase their quantity ofvocabulary and English test score; metacognitive strategy can be improved in English dailyteaching classes and through special training.