| In the research, the aim of the article is to find a suitable way for high school students to learn vocabulary effectively from the point of meta-cognitive strategy. The research questions focus on two aspects: Firstly, what are the changes of subjects’ attitude towards English vocabulary after the application of meta- cognitive strategies? Secondly, what effect does the meta-cognitive strategy have on English vocabulary learning?The subjects of the study are students of grade 2 in senior high school. Questionnaire, interview, pre-test, post-test are all used in the experiment. Among these, questionnaire, pre-test and post-test are ways to collect data. SPSS was used to analysis the data.From the research, the author found that self-planning and self-evaluating were used passively in students’ vocabulary learning, which take form of homework, quizzes and exams, etc. Besides, students can’t monitor their vocabulary learning process, which results in the lack of usage of self-monitoring in vocabulary learning in high school. However, after the application of meta-cognitive strategies in vocabulary learning, the score of experimental class are obviously higher than that of the control class, which shows it is effective to apply meta- cognitive strategies to vocabulary learning in high school. Finally, The limitations of the study and further suggestions concerning the meta- cognitive strategies are presented, expecting that it can provide some help for future researches. |
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