Metacognitive Strategy Training To Cultivate The English Autonomy Of Underachievers In Junior High School

To improve the quality of education, the new curriculum reform demandsteachers to pay attention to every child. Effort to create a learning environmentconducive to the students comprehension and personality development hasbecome the focus of the compulsory education stage. To carry out the targetresearch on education and teach students with learning difficulties is in line withthe current trend of education reform, and is imperative.As one of the learning strategies-metacognitive strategy is regarded as ahigher-order executive skill.The efficiency of using language strategies is decidedby whether learners can succeed in using metacognitive strategies-thehigher-order executive skill, or not. Metacognitive strategy is a key factor indeveloping learning autonomy. Having higher awareness of using metacognitivestrategies, students are able to make proper learning goals, to plan, to monitor hislearning process or to evaluate the effectiveness of his study. The author thinksthat metacognitive strategy training contributes a lot to developing students’autonomous learning ability. The practice of research activities is for30GradeEight students with learning difficulties in Bayi Middle School in YunnanProvince. It lasted for16weeks. Before the training, the author did a surveyabout the students’ learning autonomy, and then made a training plan, whichincludes self-planning and self-monitoring, as well as self-evaluation. After16weeks training, by comparing the results, we can draw a conclusion that themetacognitive strategy training can enhance the students’ autonomous learningabilty, and it can also improve the students’ English achievements.