A Case Study Of Formation Of Learners’Metacognition

In recent years, research on using learning strategy has drawn many scholars’ attention. A lot of research results showed that the effective use of metacognitive strategy and other learning strategies plays a significant role in improving learners’ metacognitive level. It is hypothesized that learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process.Three research questions are disposed in the present study:1. What’s the initial metacognition of the3subjects? What is their attitude towards the course?2. Is there any formation of metacognition through the intervention of the8-week course? What does it represent?3. What is the final metacognition of the subjects, what is subject’s reflection about the course?Based on questions, the qualitative study is carried out to examine the intervention of strategy course on the formation of metacognition of2011th freshmen of department of foreign language in their language learning. And the present study adopts three instruments-classroom observation, reflective dairy and interview, based on the research questions.3of115freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study.The study produces significant findings in relation to the research questions:1. The results obtained from pre-interviews have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting.2. After the course, the metacognition of the subjects increased.3. According to the pre-interviews and post-interview, the3subjects’attitude towards the metacognition and strategies are different that makes their metacognition level different.