将元认知策略训练纳入高中英语词汇教学中的中期报告

将元认知策略训练纳入高中英语词汇教学中的中期报告摘要：本文旨在介绍将元认知策略训练纳入高中英语词汇教学中的效果。作者通过对一个班级的课堂教学和学习成绩进行观察和分析，发现元认知策略训练对提高学生英语词汇掌握能力和自主学习能力有积极作用。同时，本文还探讨了如何在课堂中有效地利用元认知策略训练，提出了一些教育教学建议。关键词：元认知策略；英语词汇教学；自主学习IntroductionVocabularylearningisacrucialpartofEnglishlanguagelearning,anditisregardedasamajorchallengeformosthighschoolstudents.Inrecentyears,researchershavebeguntofocusontheroleofmetacognitivestrategiesintheEnglishvocabularylearningprocess.Metacognitivestrategiesrefertothosestrategiesthatlearnersusetomonitor,regulate,andoptimizetheirownlearningprocesses.Ithasbeensuggestedthatprovidingexplicitinstructionandtraininginmetacognitivestrategiescanhelpstudentsimprovetheirvocabularylearningabilitiesandpromotetheirautonomouslearningcapabilities(Chamot&O’Malley,1994;Flavell,1979).Inthismid-termreport,IwillpresenttheresultsofastudyinwhichmetacognitivestrategytrainingwasintegratedintohighschoolEnglishvocabularyinstruction.Thestudyaimedtoexploretheeffectivenessofmetacognitivestrategytraininginimprovingstudents’vocabularylearningperformanceandpromotingtheirautonomouslearningabilities.MethodParticipantsThestudyinvolved30highschoolstudents(15malesand15females)fromoneclassinapublichighschoolinChina.ThestudentswereallintermediateEnglishlearnerswithsimilarEnglishproficiencylevels.Theywererandomlydividedintotwogroups:anexperimentalgroupandacontrolgroup.Theexperimentalgroupreceivedmetacognitivestrategytraininginadditiontotheregularvocabularyinstruction,whilethecontrolgrouponlyreceivedregularvocabularyinstruction.MaterialsThematerialsusedinthisstudyincludedapre-test,apost-test,andaquestionnaireonthestudents’perceptionofthemetacognitivestrategytraining.Thepre-testandpost-testwerebothgivenintheformofavocabularytestcomprisingof50multiple-choiceitems.Thevocabularywordswereselectedfromthestudents’textbookandwereatthesamelevelofdifficulty.Thequestionnaireconsistedof10items,askingstudentsabouttheirexperienceofthemetacognitivestrategytraining.ProcedureThestudylastedforfourweeks.Duringthisperiod,bothgroupsreceivedregularvocabularyinstructiontwiceaweek.Inaddition,theexperimentalgroupreceivedmetacognitivestrategytrainingonceaweek,whichlastedfor45minutes.Themetacognitivestrategytrainingfocusedonteachingstudentstousethreetypesofstrategies:planning,monitoring,andevaluating.Thespecificstrategiesincludedmakingavocabularylearningplan,settinglearninggoals,reviewinglearnedwords,identifyingthemeaningofunknownwords,andcheckingtheirownunderstandingandmemory.Theteacherprovidedexplicitinstructionandexamplesinclassandalsoencouragedstudentstopracticethesestrategiesintheirownlearning.ResultsTheresultsshowedthattheexperimentalgroupoutperformedthecontrolgroupinthepost-test,withasignificantdifferenceinvocabularylearningperformance.Theexperimentalgroupalsoshowedahigherlevelofself-efficacyandmotivationinvocabularylearning,asindicatedbythequestionnaireresults.Thestudentsintheexperimentalgroupreportedthattheyfoundthemetacognitivestrategytraininghelpfulinimprovingtheirvocabularylearningabilitiesandpromotingtheirautonomouslearning.DiscussionTheresultsofthisstudysupportedthehypothesisthatintegratingmetacognitivestrategytrainingintohighschoolEnglishvocabularyinstructionwouldhavepositiveeffectsonstudents’vocabularylearningperformanceandautonomouslearningabilities.Theresultsindicatedthatmetacognitivestrategytrainingcouldenhancestudents’learningefficiencyandmotivation,andequipthemwithasetofpowerfullearningtools.Inaddition,thestudyshowedthatstudentsrespondedpositivelytothemetacognitivestrategytraining,indicatingthatitisfeasibletoimplementsuchtraininginhighschoolEnglishclasses.Inconclusion,thisstudyprovidesinsightsintothebenefitsofintegratingmetacognitivestrategytrainingintohighschoolEnglishvocabularyinstruction.Thefindingssuggestthatprovidingexplicitinstructionandtraininginmetacognitivestrategiescanhelptoimprovestudents’vocabularylearningperformanceandpromotetheirautonomouslearningcapabilities.Thestudyalsosuggeststhatteacherscanpromotetheuseofmetacognitivestrategiesinclassroomlearningtoenhancetheeffectivenessoftheirvocabularyinstruction.FurtherresearchisneededtoexploretheoptimalwaystointegratemetacognitivestrategytrainingintoEnglishvocabularyinstruction.ReferencesChamot,A.U.,&O’Malley,J.M.(1994).TheCALLAHan