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

作者：汪康丽

来源：海外英语, 2017, (01): 233-235+240.

• metacognitive strategies
• pupils
• English vocabulary teaching metacognitive strategies
• English vocabulary teaching

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.

• 出版日期2017
• 单位宁波大红鹰学院