Application Of Metacognitive Strategies In English Education Of A High School

The important part language learning strategies play in second language acquisition has been noted by many researchers over the last three decades. Although there are various kinds of definition and classification of language learning strategies, researchers concur that metacognitive strategies are essential components of language learning strategies. They can be categorized as planning, monitoring and evaluating strategies or advance organization, directed attention, functional planning, selective attention, self-management, self-monitoring, self-evaluation to be specific.Metacognitive strategies are considered crucial in determining a language learner’s proficiency. Moreover, the New Curriculum Standards require enhancing English learning strategies of secondary school students in China. Research contributing to an understanding of the impact of metacognitive strategies ha是continued to increase. However, metacognitive strategies studies in China are mostly theoretical and are largely focused on college students. Thus, it is necessary to study on metacognitive strategies utilization of Chinese secondary school students.The present study took students and teachers in a senior high school of Beijing as subjects, and adopted qualitative approach. During the three months study, I conducted daily observation and also interviewed six students and three English teachers from that high school. Three questions were addressed:"What is the status of the application of metacognitive strategies in a high school?""Are there any obstacles of the metacognitive strategies’application?""How can teachers facilitate students applying metacognitive strategies into English learning?" Through comparison and analysis of the data, I found out that the utilization of metacognitive strategies by Chinese senor high school students still needed improving. Students didn’t have general plans for English learning. Monitoring strategies were not frequently used to deal with writing tasks. Evaluation was not noted by most students. The obstacles came from the students, learning contents and teachers. Therefore, teachers were responsible for raising students’metacognitive awareness and enhancing students’ ability of using metacognitive strategies.