The Investigation Research On The Use Of Meta-cognitive Strategies In English Writing In Senior High School

National English Curriculum Standards for General High School?2007?^[1]points out that the effective use of learning strategies can help to improve the effectiveness and efficiency of students'learning English,and help students to develop their autonomous learning habits and abilities.As an important part of learning strategies,meta-cognitive strategies also have an important influence on English teaching.Scholars at home and abroad have achieved increasingly fruitful results in using meta-cognitive strategy theory to guide foreign language teaching.Based on the literature review at home and abroad,this paper finds that there are more researches on the application of meta-cognitive strategies to English writing of college students,especially English majors,but fewer on the combination of meta-cognitive strategies and senior high school students'English writing.Therefore,on the basis of literature analysis,this study investigates the current situation of the use of meta-cognitive strategies and the relationship between different types of meta-cognitive strategies and English achievement,in order to find out the theoretical and practical value of meta-cognitive strategies guiding writing learning.Under the guidance of meta-cognitive theory and constructivist learning theory,this study investigated 270 high school students in Baota District No.4 middle school,Yan'an City.The survey was based on a questionnaire prepared by Professor Lu Wen jun.At the same time,with the help of tutors and classmates,ten students were interviewed semi-openly.After summarizing and collating the collected data,this paper uses SPSS22.0 software to analyze the data.In order to explore the current situation of the application of meta-cognitive strategies in high school students'English writing,this study first used descriptive statistics to analyze the overall use of the four meta-cognitive strategies.Secondly,descriptive statistics are used to analyze the similarities and differences in the use of strategies among students in high and low groups.Finally,the relationship between four meta-cognitive strategies and English writing achievement is analyzed by using Pearson correlation coefficient.The result shows that the overall level of meta-cognitive strategies used by senior one students in Baota District No.4 middle school in Yan'an is medium.Among the four types of writing meta-cognitive strategies,the most frequently used one is to choose attention strategy,while the least frequently used one is self-evaluation strategy.Compared with the strategy use of high and low group,the study found that the use frequency of high group was higher than that of low group,and the use frequency of planning and self-evaluation strategy of high and low group was lower than that of selective attention and self-monitoring strategy.When Pearson coefficient is used to calculate the correlation between the four item meta-cognitive strategies and writing achievement,the conclusion is that the correlation between the choice of attention strategies and English writing achievement is relatively small,and the correlation between planning strategies and English writing achievement is the largest.With the combination of questionnaires and interview records,this study analyzes the current situation of the use of meta-cognitive strategies in senior high school students'English writing.Through data analysis and result discussion,it hopes that more teachers can get inspiration from this study and seek shortcuts for the optimization of English writing strategy teaching.