Abstract

 In English language learning, vocabulary learning is the key point which affects students’ language abilities a lot. Without adequate vocabulary, students cannot do listening, speaking, reading and writing smoothly. The application of proper strategy is the important method to teaching and learning vocabulary effectively. Meta-cognitive strategy can improve students’ self-study ability.Besides, it helps students to plan, adjust and monitor their study process. Finally, students should evaluate their learning results. 

This thesis is based on the meta-cognitive strategies. It discusses the process of the application of meta-cognitive strategy in high school English vocabulary teaching. During the process, teachers can develop students’ awareness of meta-cognitive strategy by training them. They are expected to guide students’ to plan, monitor and evaluate the whole process of learning vocabulary to improve their ability of learning vocabulary.  

Keywords: meta-cognitive strategy; vocabulary; high school vocabulary    

          teaching

Contents

Abstract

摘要

1. Introduction-1

2. Literature Review-2

2.1 Definition and classifications of meta-cognitive strategy-2

2.2 Overseas study about vocabulary teaching and meta-cognitive strategy-4

2.3 Domestic study about vocabulary teaching and meta-cognitive strategy-5

3. Application of Meta-cognitive Strategy in High School English Vocabulary Teaching-6

3.1 Significance of meta-cognitive strategy for vocabulary learning and teaching-6

3.2 Pre-class-7

3.3 While-class-8

3.4 After-class-10

4. Conclusion-10

Works Cited-12