Abstract
This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five week training program. It aims to answer the following question: Can metacognitive strategy training facilitate vocabulary learning of Chinese college students? Both questionnaire and tests were used in the study. One hundred and thirty-four students participated in the study; one class of 68 which received both cognitive vocabulary training and metacognitive training comprised the experimental group; the other class of 66 students served as the control group and received only cognitive strategy training without metacognitive component. The metacognitive strategy training for vocabulary learning of these students proved to be effective. The experimental group outperformed the control group in the post-training vocabulary test and the questionnaire displayed in what aspects the students improved on these metacognitive strategies.
Highlights
Within the field of education over the last few decades, a gradual but marked shift has taken place, resulting in less emphasis on teachers and teaching but greater stress on learners and learning
There is little research available to scrutinize the relationship between metacognitive strategies and vocabulary learning though conspicuously, vocabulary is central to language learning
This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five-week training program
Summary
Within the field of education over the last few decades, a gradual but marked shift has taken place, resulting in less emphasis on teachers and teaching but greater stress on learners and learning. There is little research available to scrutinize the relationship between metacognitive strategies and vocabulary learning though conspicuously, vocabulary is central to language learning. The mastery of vocabulary plays a key role in the whole process of the second language learning and is of critical importance to the learners. Contradictory to the great importance of vocabulary, in the present English classroom in China, problems pile up in vocabulary teaching and learning. The present study is significant in three ways: first, it attempts to explore to what extent the college students employ metacognitive strategies for their vocabulary learning. It bridges the gap between metacognitive strategy training and vocabulary learning of college students. There was little experimental research on metacognitive strategy training for college students
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