The Influence Of Metacognitive Monitoring In Words Learning

Meta-cognition is the cognition of cognition, specifically, is about personalunderstanding of their own cognitive process and adjust ability, including understanding ofthinking and learning activities and control. Since Flavell put forward the concept ofmetacognition in1976, meta-cognition has been studied and discussed the hot spots, theoryof meta-cognition is emerge in endlessly, especially in the foreign language world,meta-cognitive theory has been further the development of research on foreign languagelearning in the process of research achievements of metacognitive process is relativelyabundant.Domestic foreign language world since the1990s began to discusses meta-cognitionand research, has made certain achievements, but there are a lot of shortage, on the whole,the domestic study of meta-cognitive strategy commonly used questionnaire survey, usingexperimental research method is less, especially lack of meta-cognitive monitoring level inthe process of English learning for experimental research.Based on the above reasons, this study proposed the research method of experimentalcontrol using English words as research materials, with students as the research object,explore the learner characteristics in different phases of the strategy choice ofmetacognitive monitoring. Specific research framework is as follows:Study1, a major study of metacognitive strategy use in the process of collegestudents’ English learning characteristic, is composed of four experiments, respectivelyinvestigated students in optional, forced to choose to review, forced to choose testingstrategy and forced to stop learning strategy four stages of metacognitive monitoringcharacteristics.Study2,different English subjects at the use of metacognitive strategies and learningeffect and characteristics, is composed of two experiments, respectively to investigate and compare the English learning ability high group subjects and English learning ability andlow group participants in optional strategy and forced to choose detection phasedifferences in metacognitive monitoring.Study3, students metacognitive strategy use developmental comparison research, iscomposed of two experiments, investigation and comparison of the college students andmiddle school students, respectively, the participants in the optional strategies and forcedto choose test strategy phase differences in metacognitive monitoring.The results showed that:(1) in the strategy of free choice stage, learners tend to select stop learning into thenext phase, eager for new knowledge learning, and the learning effect will be very poor;(2) in forced choice strategy stage, forced to choose self testing strategy study effectsignificantly better than using review policy effect, more superior to "stop learning"strategy; Learning not just learned after the completion of the content of processing tolearn new tasks of study effect is the worst; And learners in the strategy of independentchoice "stop learning" learning effect is better than "forced to choose to stop" learningeffect, but obviously than forced detection strategies and review the selection strategy ofthe learning effect is poor. This suggests that the same learning strategy, independentchoice is better than that of forced choice; High degree of processing strategy (self test) issuperior to the processing degree of shallow strategy review (strategy), to continuetreatment strategy is better than no processing strategy.(3) the different stages of English learners in the strategy of free choice there is nodifference between the choice of strategy, whether high English learning ability groupingor low English learning ability grouping in the strategy of free choice phase tend to chooseto stop learning into the next phase, few people would choose review strategy, very fewwill choose detection strategies.(4) under the condition of being forced to choose testing strategies, whether highEnglish learning group or low grouping, testing strategies are more effective learningstrategies, it is for the promotion of memory effect is better. This suggests that high andlow level of English learners in the case of forced choose detection strategy no obviousdifference of meta-cognitive monitoring the process of learning, metacognitive monitoringconditions are good.(5) in different age group subjects (university and secondary) in the strategy of free choice stage there is no difference between the choice of strategy, whether the universityEnglish learning group or middle school English learning group in the policy of freedom ofchoice phase tend to choose to stop learning into the next phase, a small number of peoplewould choose review strategy, very few will choose detection strategies. This suggests thatstudents no obvious difference in strategy choice stage tend to select "stop learning"strategy, in the learning process of metacognitive monitoring level is relatively low.