Training Low-Achiever EFL Learners with Metacognitive Strategy Training for Effective Vocabulary Retention

There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.

Metacognitive Strategy and College English Listening Teaching

Metacognitive strategy, as one of the branches of learning strategy, can help students to consciously plan, monitor and evaluate their language learning, thus facilitate it. As a matter of fact, listeuing has long been regarded as an important linguistic skill to be developed in college English teaching. However, there are still some misunderstandings which exist among teachers and students. With the development of second language acquisition and listening comprehension, it becomes clear that listening is an active process in which the listener negotiates meanings in a conscious way. Therefore, if teachers can train students in metacognitive strategies in college English listening teaching, students can consciously plan, monitor and evaluate the entire listening process and become an active listener, thus improve their listening proficiency.

The Study of the Use of Metacognitive Strategy in Listening by College Students

With the development of English teaching and research, more and more people begin to realize the Importance ot listening m the four basic skills. How to develop students＇ listening skills becomes the topic with which scholars and English teachers are both concerned. Metacognitive strategies as a higher-order executive skill play a critical role in English learning. Based on the summary of the theory related to metacognitve strategies, this paper explores the use ofmetacognitve strategies in listening by non-English major college students, and the relationship between metacognitive strategies and listening comprehension in order to provide some references on how to help college students make improvements in listening comprehension.

A study on Promoting Non-English Major Students＇ Autonomous Learning through Metacognitive Strategy Training

Improving Non-English major students＇ autonomous learning is a focus for the teachers in the high vocational and technical college. Furthermore, promoting students＇ autonomous learning through metcacognitive strategies training has been received increasing attention. The research reports an empirical study on the relationship between metacognitive strategies and English autonomous learning. Finally, the teaching experiment was proved to be feasible and valid.

AN EXPLORATION OF METACOGNITIVE STRATEGY USE TO EFL READING IN TEST AND NON-TEST SITUATIONS

This article reports on an investigation into the relationship of learners' use of metacognitive strategies to the EFL reading in test situation and non-test situation.The results suggested that(1) the use of metacognitive strategies had a positive relationship to the reading test performance;and(2) successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation;(3) When the same strategies were used,successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation.

Research into college students＇ English autonomous learning capability and the necessity of cultivating metacognitive strategies

Through the research into college students＇ English autonomous learning ability of the non-English major students. That the cause why university students＇ English autonomous learning ability is weak is proved to be that they do not value the use of learning strategies. The use of learning strategies can promote the formation and enhancement of autonomous learning ability of the learners. Metacognitive strategy is a high-level management skill which can enable the learners to plan, regulate, monitor and evaluate actively their own learning process. Massive researches have proved whether metacognitive strategy is used successfully or not can directly affect the student learning result. So, it is necessary for teachers to cultivate and train the students to use metacogitive strategy in the university English teaching.

An Empirical Study of Depth of Vocabulary Knowledge and Vocabulary Learning Metacognitive Strategies of Non-English Majors

This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.

Research of Spoken Language Learning Strategy in the Second Language Communication Process

Spoken language learning strategy study is everlasting and often fresh topic, which can come to different conclusions from different point of views. This paper focuses on the second language communication process, trying to find out the possible spoken language phenomenon and the corresponding spoken language learning strategies. At the same time, the factors influencing the learners＇ adoption of spoken language learning strategy as well as the hints for teaching spoken language in class are hopefully to be summarized.

The Application of Metacognitive Strategies in Senior High School Listening Teaching

The metacognitive strategies play a very important role in high school English listening teaching.The article discussesthe use of metacognitive strategies in listening teaching,and put forward the necessity and feasibility of combining metacognitivestrategies training with task-based listening activities.

Lower Intermediate Readers and Their Use of Cognitive and Metacognitive Strategies

Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the reading section of the First Certificate of English exam （FCER） in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, hut also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners＇ performance in the FCER.

The Study of the Application of Metacognitive Strategies in EFL Writing in China

EFL writing in China is tended to be de-emphasized with the emphasis on oral proficiency in communicative approach.There is ample evidence to indicate the insufficiency in EFL writing course and the ineffectiveness of students’efforts to develop writing competence.To integrate metacognition into EFL writing instruction will benefit writing instruction by laying emphasis on both approaches to writing instruction,and to train teachers as well as students to teach and learn with metacognition,raising EFL writing instructors’self-awareness in teaching and training students to become self-regulated learners.

An Empirical Study on the Application of Metacognitive Strategies to English Vocabulary Learning in Primary Schools and the Pedagogical Countermeasures——A Case Study of Qingshi Central Primary School

According to the New English Curriculum Standard for Chinese Primary Schools(NECSCPS), pupils are required to learn and master their expected vocabulary effectively. Based on metacognitive strategies, this paper takes as subjects one hundred pupils in Qingshi Central Primary School through questionnaire survey, explores problems in the application of metacognitive strategies to English vocabulary learning and teaching in primary schools. The research finds that in English vocabulary teaching in primary schools, teachers tend to place emphasis on vocabulary knowledge and pay little attention to teaching methods and skills well suited to pupils' vocabulary learning so that pupils are apt to lack interest in English vocabulary learning and the vocabulary required by NECSCPS. For this reason, the paper puts forward appropriate countermeasures based on metacognitive strategies in order to improve the current situation of vocabulary teaching and learning in primary English teaching, to help pupils to increase English vocabulary and to assist teachers in enhancing the effectiveness of English vocabulary teaching.

Incorporation of Learning Strategies into Web-based Autonomous Listening

The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.

Vocabulary Teaching in the Context of Northwest University for Nationalities

Vocabulary is one of the criteria to assess English profiency of students in China. So theory and strategies concerning vocabualry learning is vocabulary teaching activities are vocabulary learning very important to University English teachers. Some in and out of classroom discussed respectively in this paper for the puspose of improving students＇

The Effect of Learning Strategies on Reading Comprehension

Learning strategies are usually regarded as one of the aspects of the cognitive psychology and reading is a cognitive process in which the reader engages in a conversation with the text or the author. Then is there any relationship between learning strategies and reading comprehension？ To explore this, an experimental study is conducted in this paper. The conclusion is thereafter reached that reading comprehension is closely related to and greatly affected by learning strategies, especially cognitive and metacognitive strategies.

Paper and Screen： Reading Strategies Used by Low-Proficient EFL Learners

In the age of Information technology, online learning environment and its visual and audio applications require new literacy for learners and educators. According to this new literacy perspective, reading comprehension becomes an important issue to study （Cairo, 2003）. The present study investigates metacognitive reading strategies used by low-proficient EFL （English as a Foreign Language） learners while reading paper-based documents and hypertext documents for general comprehension. The author of the paper tries to find whether these strategies are essentially different from each other. Data were collected from 32 students through SORS （Survey of Reading Strategies） and OSORS （Online Survey of Reading Strategies） questionnaires and from five students through think-aloud protocol The result indicates that some of the metacognitive reading strategies observed in hypertext reading are similar to those used in paper-based reading such as ＂using reference materials＂ and ＂translating from English to Turkish＂ However, there are few new emerging strategies while some of them are not observed in paper-based reading

元认知策略对高中英语阅读作用的研究设计与总结

During the past few decades, there has been a shift in the focus of language research, from how to teach to how to learn. And among so many learning strategies, metacognitive strategies have gradually aroused researchers＇ attention. However, in China. there is a lack of studies on the application of metacognitive strategies in English reading, especially those conducted towards high school students. The present thesis introduces metacognitive strategies and its application in English reading of senior high school, which is based on the analysis of the current status of reading teaching and learning.

Perspectives for Teaching Reading in a College English Classroom

English, has not only become the international language as it is spoken by a large number of native speakers of other languages and serves as a language of wider communication but also achieved a genuinely global status owing to its special role recognized in every country. Under such circumstances, greater importance has been attached to English teaching of which reading has been given some privileges at the tertiary level in China. Hence, it is very essential for language teachers to have a good understanding about how to teach reading in a college English classroom. This article discusses what reading is, the important issues in teaching reading, and gives some proposals for how to teach reading efficiently in a college English classroom, aiming to give an idea that reading can be learnt effectively if students are motivated, exposed to English language and given chances to use English.

How to Teach Vocabulary in a Communicative Classroom

In this paper, the author demonstrates that among a host of methods and approaches, Communicative Language Teaching （CLT） is most effective in teaching lexical part of the language system. And how to teach vocabulary in a communicative classroom effectively is well illustrated.

A Study on English Vocabulary Learning Strategies for High School Students——A Case Study of a High School in Chaozhou

For the language learners,especially the high school students in China with heavy learning pressure,learning some useful vo-cabulary strategies would be helpful for them to master the basic elements.The study aims to do a questionnaire on the English vocabulary learning strategies for high school students in Chaozhou and figure outwhat the general conditions of using vocabulary strategies for high school students in a high school are.The study showed most students did not use mechanical memory strategy in a high frequency in learning vocabulary.Secondly,it was anunexpected result that high school students used cognitive strategies more than metacognitive strategies,which was totally different fromprevious research by other scholars.In light of the results,some practical suggestions on teachers and students are proposed.