An Empirical Study On The Application Of Meta-cognitive Strategies To English Vocabulary Teaching And Learning In Junior One

Vocabulary is an important part in English learning.Meanwhile,vocabulary learning is a big headache in English teaching.We thought in the teaching all the time that:Why can junior 1 student effectively memorize vocabularies?What ways can teacher help student memorize vocabularies?And what ways can improve English study effectively?Under the guidance of life-long education and life-learning,more and more researchers realize the importance of students' self-management ability and meta-cognitive strategy throughout the leaning process,.and many teachers had done lots of teaching practice.As a result of lack of systematic teaching methods and learning strategies,the teachers fail to train students' meta-cognitive strategies,while the students know very little about the important role of meta-cognitive strategies in the learning process as well as how to improve their meta-cognitive strategies.This thesis intends to explore ways to improve Junior One students' meta-cognitive learning strategies of English vocabulary learning by a three-month experiment,the subjects are Junior One students of One Junior School of Zhongshan county,Hezhou city in Guangxi,with the help of questionnaires survey,interview and tests.The author intended to discuss 2 questions:(1)What is the status quo of Junior One students' use of meta-cognitive strategies in vocabulary learning?(2)Can the training of meta-cognitive strategies improve students' vocabulary proficiency effectively?The results of the research indicated that:1)The overall status of Junior One students' meta-cognitive strategies use in vocabulary learning is at medium level(M=3.1154)But after the experiment,EC students have make some improvement in their meta-cognitive strategies,and their meta-cognitive strategy use in vocabulary learning is above the medium level,as the total mean score of the experimental class rises from 3.1793 to 3.8769.Among strategies,planning,monitoring and evaluating strategy are used more frequently.2)Meta-cognitive Strategies can not only help to improve Junior One students'English vocabulary learning performance but also to cultivate students' ability of autonomous learning.At the end of the thesis,some suggestions are put forward for Junior One Meta-cognitive Strategies teaching of English vocabulary,and the research limitations and deficiency are pointed out.