A Study Of The Influence Of Metacognitive Strategies On Senior High School Students English Learning

In recently years, educators have a great emphasis on the importance of self-regulation in learning process. The new full-time high school English curriculum standards requires that senior high school English course should be helpful for students to optimize their English learning and instruct them to form and adjust their own English learning strategies, which will enhance their self-learning ability and lay good foundation for their future development and lifelong learning.Scholars have different views for metacognition, but the difference is not that great. We can reduce those views to one mearning, when one is learning through cognitive thinking, one should have a clear understanding of the nature and content of the knowledge and actively review the knowledge and find one’s own shortcomings and outstandings. Further more, it also can solve different problems through knowing how to further disposable knowledge. Therefore, metacognitive strategies are considered as the most important learning strategies, many independent learners will use it to select and improve their learning methods.Although there have been many studies on the relationship between the ability of using metacognitive strategies and English achievements, but most of the studies have focused on the relationship between metacognitive strategies and English reading. The conclusion about whether the metacognitive strategies have a direct impact on English learning are different either. So the purpose of this study is to clarify influence mechanism of metacognitive strategies in English learning process by analyse related literture, then using survy method to further validate how metacognitive strategies influence English learning process. Finally draw the following conclusions:high school students in general have the basic metacognitive ability, but mostly use unconsciously and can not be internalized into an effective learning strategies; there is a significant positive correlation between metacognitive use and english achievements; High school students who have better overall achievements generally have higher metacognitive strategies using ability. Students whose English is obviously very good then other subjects generally have a lower using ability of metacognitive strategies.This study suggests that metacognitive strategies monitoring cognitive strategies and transfer of learning have an important impact on English achievement of high school students. Metacognitive strategies using ability paly a significant role in promoting high school students’ English learning. On the condition of students generally have the basic metacognitive ability, teachers should guide and train more about metacognition intake.