The Application Of Metacognitive Strategies In English Vocabulary Teaching In The First Grade Of Junior High School

Vocabulary is an indispensable part of English learning and it is also the basis of language learning.The improvement of students' language skills such as listening,speaking,reading and writing cannot be separated from vocabulary learning.The junior high school English new curriculum standards in China also clearly stipulate that vocabulary is an important part of English teaching.Students must learn to use1500-1600 words and 200-300 idioms or phrases.However,one month after the start of the school,the author conducted a questionnaire survey with 421 students and interviewed some student in Grade 7 in the Kashgar Experimental Middle School.Common problems for students are:1.Words can be read,but they cannot be spelled or applied.2.It is inefficient to memorize words.It takes a long time to memorize words,and forget them quickly.Some students with learning difficulties said that they still couldn't remember the words though they tried very hard,and that their grades were unsatisfactory.They have accumulated many failed experiences in learning English and lost interest and confidence in English learning in primary schools.This problems caused the author's attention,so I began to study the factors that affect the vocabulary learning efficiency of junior high school students.In addition to the unscientific teaching methods of teachers,the author analyzed from the students themselves and then found that most students learn the words by using mechanical recitation.They think that as long as they can understand the spelling of words and the Chinese meaning of Chinese,they can understand and use words.They don't pay much attention,and they don't know how to use scientific strategies to classify,plan,use,and adjust words.That is,students lack the awareness and ability of meta-cognition.This is the main factor that leads to their inefficient word learning.Therefore,according to the training mode of O'Malley and Chamot meta-cognitive strategy,the author combined the characteristics of vocabulary learning with the current situation of junior high school students to conduct a three-month training for 41 junior students from a process perspective.An in-depth analysis of the learning process,especially the thinking process in which the subject actively monitors and adjusts his learning activities.The results show that:1.Through training of students' meta-cognitive strategies,Students have established an autonomous learning consciousness,enhanced their autonomous learning ability,and improved their learning habits.2.Through training on meta-cognitive strategies for students with learning difficulties,students with learning difficulties reshape students' confidence in English learning,increase their interest in learning,and improve their academic performance.Based on the research results,the author believes that in junior English vocabulary teaching,teachers should pay attention to the application of meta-cognitive strategies in vocabulary teaching,optimize meta-cognitive knowledge,enrich meta-cognitive experience,strengthen meta-cognitive monitoring and improve their learning habits.Teachers need to provide guidance on individual strategies for students with learning difficulties,continuous and active monitoring,and immediate feedback to stimulate students' learning motivation and ultimately improve their English performance.