Abstract:Vocabulary plays an important role in high school English learning. However, hardly do the students remember more vocabulary, which influences their achievement English learning. Recently, many scholars have studied meta-cognitive strategy and proved the influence of meta-cognitive strategy on English vocabulary. Some studies also show that it is of importance for vocabulary learning. Based on these achievements of study, the author interviews and investigates the students and teachers of Shengjing high school in order to further learn the meta-cognitive strategy. The thesis attempts to study the application condition of the meta-cognitive strategy in English vocabulary of high school. The thesis aims to know how students and teachers apply the meta-cognitive strategy on English vocabulary. At the same time, the awareness on the meta-cognition of students and teachers can be explored, which is prepared for the further study that how the meta-cognitive strategy is practically applied to English vocabulary.

Keywords: high school English; vocabulary teaching and learning; meta-cognitive strategy

Contents

摘要

Abstract

1 INTRODUCTION-1

  1.1 Significance of the Study-1

  1.2 Research Questions-2

  1.3 Introduction of the Thesis-2

2 LITERRATURE REVIEW-4

  2.1 Overseas Research-4

  2.2 Domestic Research-5

  2.3 Basic Theories-7

3 METHODOLOGY-8

  3.1 Participants-8

  3.2 Instruments-8

3.2.1 Questionnaire-8

3.2.2 Interview-9

  3.3 Data Collection-9

4 DISCUSSING AND FINDINGS-11

  4.1 Awareness of Meta-cognition of Students and Teachers-12

  4.2 The Conditions of Application of Meta-cognitive Strategy on Vocabulary-13

4.2.1 The application on meta-cognitive strategy in students’ vocabulary learning-13

4.2.2 The application of meta-cognitive strategy in teachers’ vocabulary teaching-24

  4.3 Suggestions-25

4.3.1 The suggestions for students’ learning-26

4.3.2 The suggestions for teachers’ teaching-26

5 CONCLUSION-28

  5.1 Implications-29

  5.2 Limitations-30

REFERENCES-31

Appendix I-32

Appendix II-35

ACKNOWLEDGEMENTS-36