Vocabulary teaching nowadays has many disadvantages。 Teachers spend lots of time and energy, only to find that the results are inconspicuous。 In our vocabulary teaching, almost teachers don’t teach students based on the strategy and theory。 To most students, what is difficult to them is how to learn and master vocabulary。 Thus, teaching students the strategy and methods of learning effectively is more important。 Just as the old say going, “teaching one to fish is better than giving him fish。”

There are many problems in vocabulary learning and teaching。 Students don’t have a good method to remember words which lead to that they cannot remember words for a long time。 The second problem is that students lack good habit in learning vocabulary。 They often learn words without the contact with context。 Besides, when they meet with new words, they prefer to consult the dictionary instead of guessing the meaning according to the context。 The third one is the high rate of oblivion which exists commonly。 Students’ nonstandard pronunciation and not reviewing in time all lead to this problem。 Besides, many students lack confidence and willpower and they have not adjusted their methods from junior high school to senior high school。 Students can be affected by their emotions and study backgrounds。 The main reason is that students have hardly accepted systematic training in learning strategy and they don’t have good self-study ability so that they cannot do a good plan, management and supervisory control of their learning process。 Thus, there has a necessity that teachers should introduce meta-cognitive strategy to high school English vocabulary teaching。

The thesis overall structure consists of four parts: introduction, literature review, application of meta-cognitive strategy in high school English vocabulary teaching and conclusion。

The purpose of this thesis is to discuss the positive influence of meta-cognitive strategy in high school English vocabulary teaching。

2。 Literature Review

Study includes the form, shape, classification, semantic of words and the rules of how to use words。 Lewis thought vocabulary is the combination of many words。 Domestic scholars have focused on vocabulary teaching recent years and different educators study vocabulary teaching and relevant questions in different aspects。 The views include cognitive, cognitive linguistics, semantics, stylistics, pragmatics, cross-cultural communication。 There are also many scholars who started to study the relationship meta-cognitive and vocabulary teaching。 What these researches convey to us is that vocabulary teaching is very important and apply strategies to it is much more important。文献综述

2。1 Definition and classifications of meta-cognitive strategy

Different scholars have different definitions of meta-cognitive strategies in different perspectives。 There are close relationships between meta-cognition and cognition, but they are different indeed。

The meta-cognitive strategy theory developed on the basis of psychology。 The term of meta-cognition was first pointed out by an American psychologist and scholar, John Flavell, in the 1970s。 Flavell states, “meta-cognition refers to someone's knowledge about his own mental process”, which means “monitoring and consequent regulation and orchestration of these processes in specific objectives” (Flavell, 1970)。 He stated that meta-cognition involves “active monitoring and consequent regulation and evaluation of cognitive process to achieve cognitive goals。” Then he pointed out that the “internal processing that one makes full use to adjust and control memory and other learning processes。” The reason why it is called meta-cognition is that its core meaning is “cognition about cognition”。

There are also many other scholars who defined meta-cognition from their own perspectives, including Kluwe, Wittrock, O’Malley, Chamot, Taylor and so on。 For instance, Kluwe’s definition of meta-cognition is “meta-cognition is one's recognition about the thinking which one uses to adjust and monitor his or her own learning” (Kluwe, 1982)。 In 1987, Wittrock defined meta-cognition refers to the control and awareness of a person’s thinking process。 In addition, O’Malley and Chamot defined meta-cognition as “knowledge of one's cognitive process regarding with the learning and cognitive processes of others”(O’Malley and Chamot, 1990)。 Taylor put forward the term of meta-cognition as “an appreciation what one already knows, together with a correct comprehension of the learning task and what kind of knowledge and skills it requires, including the ability to make correct ratiocination on applying one’s strategic knowledge to a special circumstance, and complete it efficiently and reliably。”(Taylor, 1999)。来*自~优|尔^论:文+网www.youerw.com +QQ752018766* 元认知策略在高中英语词汇教学中的应用(2):http://www.youerw.com/yingyu/lunwen_86040.html