A Study On The Application Of Meta-cognitive Strategies To English Vocabulary Teaching In Secondary Vocational Schools In Guizhou

In English teaching,vocabulary teaching has long been the key to improving students' language ability.Vocabulary teaching plays an important role in English teaching.Learning strategies should be used in vocabulary teaching and learning,meanwhile,training secondary vocational school students' self-learning ability should not be neglected.Meta-cognitive strategies,which are learning strategies which can promote students' learning ability,should be applied to secondary vocational school students' English learning.At present,most students in secondary vocational schools are lack of plans,monitoring and evaluation in English vocabulary learning,so learning situation needs to be improved as soon as possible.The application of meta-cognitive strategies,which includes train students to set scientific and reasonable plans,monitor learning process and assess learning outcomes,will have good effects on English vocabulary teaching of secondary vocational schools.This thesis is intended to find out the secondary vocational school students' meta-cognitive consciousness and usage situation about English vocabulary learning through questionnaire and interview,and learn about the English vocabulary level through tests.This study attempts to answer the following three questions:1)Are meta-cognitive strategies appropriate for secondary vocational school students?2)Are there significant differences in vocabulary test scores between the experimental class and the control class after the meta-cognitive strategy training?3)How can meta-cognitive strategy training improve experimental students' consciousness of using meta-cognitive strategies?After looking up theoretical research,the author selects 67 students of two classes in Fuquan Secondary Vocational School,34 from Kindergarten Class as the experimental class,33 from Hotel Class as the control class,the author teaches them.In the course of the experiment,the students of control class learn vocabulary according to the vocabulary list,while the students of the experimental class receive the meta-cognitive strategy training,which includes enhancing students' consciousness of using meta-cognitive strategies,making a study plan of English vocabulary,monitoring vocabulary study process,evaluating their progress and shortcomings.At the same time,the author uses quantitative research and qualitative research including tests,questionnaires and interviews.The results show that applying meta-cognitive strategies in English vocabulary teaching is effective.It can improve the students' consciousness of using meta-cognitive strategies,improve students' meta-cognitive ability,improve their English vocabulary level and do good for their English vocabulary learning.In addition,after the application of meta-cognitive strategies to English vocabulary learning,students of secondary vocational schools improve their English learning interest and self-confidence;interaction and feeling between the teacher and the students increase in the process and meta-cognitive strategies also suit secondary vocational school students who are seldom chosen as experimental subjects.Because of limited time and conditions,the research has limitations.The author only chooses two of classes in the school to make a contrast,which is a small scale.Though the results have a certain representation in Guizhou,further research is needed to do to popularize to other regions.