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Chapter One Introduction
1.1 Background of the study
With the development of life-long Education,people realize that school education cannot be used for life time and only constant learning can meet the requirements of rapid social development,therefore one of the major priorities of school education is to cultivate students’learner autonomy.Researchers have put forward different approaches to develop students’learner autonomy and applying metacognitive strategies just belongs to one of the approaches.As a branch of learning strategy, metacognitive strategies play a key role in students’success of language learning.
O’Malley et Chamot regard that metacognitive strategies are higher executive orders over the other two strategies and it depends on the use of metacognitive strategies to a large degree whether the learners can succeed in their learning or not.Many researches home and abroad have shown that metacognitive strategies are the key to cultivate learner autonomy.Wenden(1991)points out that those intellectual learners who are successful and possess specialized knowledge and skills have already acquired how to learn and they have already obtained the learning strategies and the related knowledge and skills;they also possess the beliefs that they can use those knowledge and skills without the teachers confidently,flexibly and appropriately. Therefore,they can be called autonomous.From his point,the key in autonomous learning lies in learners’motivation and confidence,their knowledge and skill, namely the improvement of learners’comprehensive qualities,these are just the core issues that metacognition theory researches.Through self-management, self-monitoring and self-evaluation,the application of metacognitive strategies constitutes an effective way to improve students’language learner autonomy.
As for students in vocational colleges,their oral English level is poor and their learner autonomy in oral English learning is weak.They don’t know how to apply metacognitive strategies to improve their oral English learner autonomy.On the aspect of making study objectives and plans,many students don’t have clear plans in their oral learning and don’t know what kind of objective they can strive at.They seldom use strategies to improve their oral learning efficiency.When they have negative affection in their oral learning,they are at a loss about how to conquer the emotion.Besides,they don’t know how to monitor and evaluate their oral English learning.Cohen finds that in foreign language classes the students with high English levels can use metacognitive strategies more frequently and more skillfully.However, most of students in vocational colleges only possess low levels of English learning,let alone their oral English levels.
From another perspective,Cohen’s words prove that students in vocational colleges cannot use metacognitive strategies frequently and skillfully.Wang Li fei et al(2004)point out that oral English class teaching should stress on the teaching methods as a way to have breakthrough and strengthen the feasibility of manipulation,which just correspond with the features of metacognitive strategies training as an exercisable teaching method.O’Malley and Chamot also point out that metacognitive strategies potentially play an important role in improving oral English level and can help students conduct effective self-regulation in or本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。