An Influential Study Of Meta-cognitive Strategies On CET4Scores

As a linguistic term, Meta-cognition belongs to the category of mental activity,which is the learners’ perception of their cognitive activities, including three mainaspects of the cognition of learners themselves and other’s cognitive activity,meta-cognitive experience and cognitive monitoring. As one of learning strategies,meta-cognitive strategy is applied to guide the learners to solve the practical problemsin the process of learning by the relative strategies to evaluate their understanding ofthe content, preinstall the possible learning time and select the effective study plan forthe purpose of achieving better learning achievement.In the process of college English learning at present, the learners are generallylack of meta-cognitive knowledge; holding of negative, fuzzy and contradictoryattitudes towards it. In this case, for lacking of the basic general knowledge ofmeta-cognitive and its corresponding practical application ability, the phenomenonthat exists between motivation factors of meta-cognition theory and learning practicalactivities is disconnected. In view of the actual situation in the language learning, thepresent research analyzes the survey data and put forward the meta-cognitive strategyof training into the teaching of college English on the basis of investigation of therelative phenomenon at present, thus paving the way for the independent learners toconnect the relative theories and learning practice.In this research, the methods of quantitative and qualitative analysis have beenused. Through questionnaire of non-English major students from ChangchunUniversity of Science and Technology on the use of English learning strategies, thecontent of investigation mainly analyzes the relationship between the use of learningstrategies and CET4scores, the differences in application of meta-cognitive strategiesbetween groups of students with high CET4scores and groups of students with lowCET4scores, the differences in practical learning with the students from differentmajors and gender. The questionnaire of this research is mainly based on the Strategy Inventory forLanguage Learning by Rebecca Oxford，with the help of Statistical Package for theSocial Sciences (SPSS19.0) to analyzes the reliability and validity of thequestionnaire which are designed with the actual situation of the students in theschool. The analysis results show as follows: Firstly, Meta-cognitive Strategy has avery significant impact on CET4scores—the CET4scores also show the decreasingdistribution according to the high grades, medium grades and low grades byMeta-cognitive Strategy; Secondly, the students chosen with different majors andgender have intellectual differences on Meta-cognitive Strategy.This research also puts forward, based on the study of learning strategies appliedto language learning, some corresponding measures and suggestions，which isimportant to pay more attention to non-language information collecting, help thestudents to establish reasonable learning goals and requirements, etc. On the basis ofthe synthesized study ever made in this field, this research also has reached theconclusion that taking meta-cognitive into teaching practice is benefit for Englishteaching. At the same time, the research also proposes some referencecountermeasures and suggestions for foreign language teachers in their actualteaching. For example, the instructors should guide students to take the correspondingmeta-cognitive strategy and effective way for the practice of learning English.Due to the limited time, the scope and depth of the topic in this research has beenlimited in the narrow range. In addition to meta-cognitive strategy, there are severalother factors which can be applied to practical teaching. The level of languageeducation will have greater improvement to combine the various factors together andapplied to teaching comprehensively, which should be further studied in this topicstep by step in the future.