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An Empirical Study On The Effects Of Metacognitive Strategy Training On Junior Students’ Vocabulary Teaching And Learning

Posted on:2014-03-20Degree:MasterType:Thesis
Country:ChinaCandidate:Q X TanFull Text:PDF
GTID:2267330425455384Subject:Education
Abstract/Summary:PDF Full Text Request
Generally, vocabulary learning is one of the fundamental elements of languagelearning. To be speciifc, English vocabulary learning exerts great influence onlearners’ listening, speaking, reading and writing. Linguists pointed out that among allthe controllable factors, vocabulary learning strategies impacts greatly on Englishacademic performance. While, of all the strategies, metacognitive strategy is higherexecutive skills. For the above reasons, the author carried out a study to explorewhether metacognitive strategies are effective for junior middle school students toimprove English vocabulary learning. In this study, the author trained studentsmetacognitive strategies in classroom vocabulary teaching, instructed to the studentshow to plan, make self-monitoring and self-evaluation. This study mainly aims toanswer the following two questions:(1)Does metacognitive strategy training have a positive effect on junior middleschool students’ vocabulary proficiency?(2)Does metacognitive strategy training help to improve students’ interest invocabulary learning?The author took101second-year junior middle school students from two classesthat the author taught as subjects and carried out an experimental research. Thesubjects are in a rural school. Before the experiment, the author conducted ametacognitive strategy questionnaire and pre-test in the two classes to see whetherthere are dramatic differences between them. According to the result, students fromthe two classes showed no differences in metacognitive strategy application, neither inthe performance of pre-test. That is to say, the two classes are parallel classes. Theauthor took one class as the experimental class, the other as the control class. Then theauthor conducted metacognitive strategy training in experimental class with theconsidering of the result of the metacognitive strategy questionnaire they did before.While, in the control class, the author carried on conventional teaching as it used to be.What’s more,the author conducted two vocabulary learning interest questionnaires inexperimental class and control class, so as to compare the students’ interest in vocabulary learning before and after the experiment.After the experiment, the author analyzed learning interest questionnaires andcompared vocabulary pre-test and post-test in the two classes and draws the followingconclusions:(1)Junior middle school students lack of metacognitive strategy knowledge andapplication.(2)The metacognitive strategy training has a positive effect on junior middle schoolstudents’ vocabulary proficiency.(3)The metacognitive strategy training can improve students’ vocabulary learninginterest.Therefore,metacognitive strategies should be applied more in junior middleschool English vocabulary teaching, so as to promote the students’ interest invocabulary learning and facilitate their vocabulary acquisition.
Keywords/Search Tags:junior middle school English, vocabulary teaching, metacognitivestrategies, strategy training
PDF Full Text Request
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