Metacognitive Strategies And Introvert L2Learners’Improvement Of Learning Autonomy

The personality does directly or indirectly affect the choice of learning strategies (Cheng Xiaotang&Zheng Min,2002). However, as Wen Qiufang claimed, as far as learner’ autonomy and strategies are concerned, most are concerned with the effects of introvert and extrovert personality on foreign language learning results, little is concerned with the learning difficulties brought about by personality. Recent researches show that the introverts are of low learning autonomy, and their use of metacognitive strategy is obviously lower than that of the extroverts (Tu Shujie,2010). Therefore, how to increase the ability of introvert L2learners’ learning autonomy by improving their flexible and appropriate use of metacognitive strategies?Introvert L2learners’ look depressed and frustrated in presentation. They look nervous, poor initiative and are reluctant to make any preparation. Learning obstacles brought by personalities of the introverts can be concluded as:First, they are not clear about their learning objectives with blind learning. They are easily to be inhibited when they feel nervous and of lower self-confidence. Second, they are lack of confidence and full of strong anxieties, with their emotions enclosed in their inner hearts. Third, even if some of them can realize their limitations for introversion, they can’t transcend for their passiveness, nor can they come out of their inner worlds.Since metacognitive strategies have the functions of planning, monitoring and evaluating, in response to difficulties for introvert L2learners, this research attempts to combine the affective strategies with metacognitive strategies as a guide model, particularly emphasizing the effect of the affective strategies on the introvert learners and using it as the key to this special groups’ inner world. In addition, on the basis of thorough analysis and acknowledgement of the introverts’ personality features, it is expected this model can be helpful for the introverts to overcome their personality defects and perform with more self-confidence in class presentation so as to achieve a better accomplishment.This research focuses on the validity of the following three theoretical hypothesises. First, whether affective strategies can be used as a key to introvert learners’ hearts and contributes to reduce their anxieties in group discussion and class presentation. Second, on the premise of affective strategies, whether planning strategy can better help introvert learners define a clearer objective and task goals until finishing tasks in order. Third, whether monitoring and evaluating strategies can propel introvert learners’ self-reflection habits?To achieve the above goals, a study is carried out in two classes of non-English majors. The students, who are chosen as the subjects for class observation, are freshmen in Qingdao University of Science and Technology. By observing their performance, it aims to verify whether introvert learners’learning obstacles in group discussion and class presentation correspond with the problems that the writer has supposed. Besides, Eysenck Personality Questionnaire is used to select introvert learners among the class as observation focus. Furthermore, Metacognitive Strategies Questionnaire, interview as well as QQ investigation are adopted for data collection so as to be further used as supportive data in the research.The innovation of the research lies in the emphasis of the affective strategies’ effect on introvert learners. Only on the premise of opening their inner world, can this combined strategies model be more effective on introvert learners. Through the statement of the writer’s personal experience and the introvert learners’ expectation, it is hoped that the research may appeal for the teachers to pay more attention to introvert learners.