| The following problems are usually reflected by many high school students during their vocabulary learning process: they have too many new words to grasp and it is difficult for them to master these vocabulary,which leads to be time-consuming,laborious and inefficient.Thus,students always lack confidence and interest in vocabulary learning,especially in rural senior high school which is located in remote area and is lack of enough professional English teachers.Moreover,students in rural schools lack the ability of autonomous planning,self-monitoring,self-evaluating,and pay little attention to relevant learning strategies.However,vocabulary learning is an indispensable part of language acquisition.Without vocabulary,language learning and communication are difficult to perform.Therefore,it is of great significance to help rural high school students overcome their vocabulary learning difficulties and improve their vocabulary learning efficiency.With the development of meta-cognitive theory and meta-cognitive strategies,the application of meta-cognitive strategies in vocabulary learning has attracted much attention.Many studies have shown that the application of meta-cognitive strategies in vocabulary learning can help students make clear learning plans,form the awareness of autonomous monitoring and evaluation,and improve the efficiency of vocabulary learning.Therefore,based on the theory of meta-cognitive strategies,this study,which lasts for 18 weeks,aims to investigate the following three questions with the help of questionnaires,interviews and vocabulary tests in two senior classes,so as to improve the students’ awareness of meta-cognitive strategies,improve their vocabulary learning status,and arouse the attention of teachers and students to meta-cognitive strategies.1.What is the current situation of students’ meta-cognitive strategies in vocabulary learning in rural high school?2.Can the training and application of meta-cognitive strategies in vocabulary learning improve students’ efficiency of vocabulary learning?3.During the training process,which specific strategy has the greatest influence on students’ English vocabulary learning?During the study,Class One is the control class while Class Two is the experimental class.All the data collected in the study are analyzed by SPSS software.It is found in this study that before the training,students’ awareness and frequency of using meta-cognitive strategies is weak,and they seldom use meta-cognitive strategies in vocabulary learning.After conducting a systematical training for 18 weeks,the awareness and frequency of using meta-cognitive strategies has been improved.Besides,the application of meta-cognitive strategies in students’ English vocabulary learning can help students to make concrete vocabulary plans,monitor the learning process and make accurate evaluation and feedback about their vocabulary learning so as to improve students’ vocabulary learning performance to a certain extent.In other words,there is a positive correlation between the application of meta-cognitive strategies and English vocabulary learning.Moreover,the selective strategy of meta-cognitive strategy has the greatest impact on senior high school students’ English vocabulary learning,and after the training,the evaluation strategy has the greatest change after training.Although there are some limitations in this study,the author hopes that through this study,teachers will pay more attention to the application of meta-cognitive strategies,and bring some suggestions to the future vocabulary teaching as follows.1)The application frequency of meta-cognitive strategies in vocabulary teaching should be strengthened and the time of meta-cognitive strategy training should be extended.2)Teacher should behave well as an adviser in guiding students to use meta-cognitive strategies in vocabulary learning.3)Teachers should promote students’ autonomous learning consciousness in vocabulary learning by urging them to monitor and evaluate their vocabulary learning process.4)The contents of the vocabulary learning should be delicately chosen and the vocabulary learning plans should be made based on students’ actual learning level after having discussions with students. |
