Paper Keywords: metacognitive strategies for foreign language teaching and application training

Abstract: English teaching strategies have experienced a process of gradual rationalization and utilitarianism. With the development of society and the progress of science and technology, facing the challenge of knowledge economy, the educated need to learn to learn and become strategic learners. Cultivating strategic learners who are proficient in learning is the goal pursued by educators. Metacognitive strategy is not only the core component of learning strategy, but also the basis for effective use of learning strategy. Based on the development of metacognitive strategy theory, this paper first discusses the connotation of metacognitive strategy, and then points out the characteristics of metacognitive strategy and the methods and ways to cultivate and use metacognitive strategy to guide second language acquisition.

First, explore the connotation of metacognitive strategies.

Metacognitive strategy is an indispensable part of cultivating students' autonomous learning ability.

(1) The research status of metacognitive strategies abroad. Since 1970s, the study of second language learning strategies abroad has gradually become a hot topic in applied linguistics. O'Malley and Cha Mote believe that metacognitive strategies refer to learners' thinking, planning, monitoring and self-evaluation after completing their learning tasks. The most important thing to cultivate learners' metacognitive strategies is to know, cultivate, develop and improve all learners' metacognitive abilities.

(2) The research status of metacognitive learning strategies in China. In recent years, influenced by western scholars, China scholars began to pay full attention to the study of metacognitive strategies in English teaching, and the research methods gradually diversified, and the results gradually emerged.

The study of English metacognitive strategies shows that there are great differences between successful English learners and unsuccessful English learners in the use of metacognitive strategies. She divides strategies into management strategies and language learning strategies. Management strategies are related to the learning process, including planning, strategy selection, self-monitoring, self-evaluation and self-adjustment, that is, metacognitive strategies; Management strategy includes both cognitive process and emotional process. Language learning strategies are directly related to language learning materials and are only used for language learning.

Second, the characteristics of metacognitive strategies

Metacognition is regarded by contemporary psychologists as the most advanced and core factor in the thinking structure, and it is the breakthrough and key to develop intelligence and improve learning ability. Learners with strong metacognitive ability are not only better at solving problems than ordinary students, but also good at using various learning methods. Metacognition is gradually developed in long-term learning activities, and its development has the following characteristics:

(1) is directly proportional to the growth of age. Meta-cognition is gradually developed by individuals with the growth of learning experience.

(2) Self-control ability is gradually enhanced. With the continuous enrichment of knowledge about the law of activities, practical objects, self-ability and personality characteristics, and the continuous increase of independent judgment, decision-making and behavioral experience on their own practical activities consciously or unconsciously, students' ability to actively regulate practical activities began to develop from scratch and from low to high.

(3) The transition from unconsciousness to consciousness and automation. With the frequent use and improvement of consciousness monitoring, the level of metacognition has been continuously improved, gradually becoming proficient and finally reaching the level of automation.

(4) From the part to the whole. With the success of learners in learning activities and the increase of metacognitive knowledge and experience, their self-observation and self-monitoring extend from a certain link to the whole process of learning and move towards different disciplines.

Thirdly, the application of metacognitive strategies in the process of second language acquisition

Oxford advocates that strategy training should pay attention to the cultivation of strategy awareness, which is divided into five levels: (1) no strategy awareness training, teachers make students use some strategies subconsciously or unconsciously through specially designed teaching tasks or materials; (2) Perception training, that is, through questionnaires, diaries, thinking, etc., let students evaluate their own strategy application, so as to stimulate students' feelings about materials; (3) Attention training, which aims to make learners pay attention to some specific learning strategies through two-way discussion, personal consultation and special lectures; (4) Intentional training, that is, under the guidance of teachers, let students know the significance of using materials and use learning strategies purposefully; (5) Control training. Control is the highest level of consciousness, including the ability to evaluate the effectiveness of strategy use and the ability to transfer strategies.

Accordingly, we can adopt the following methods in the process of cultivating foreign language learners to learn to use metacognitive strategies:

Improve metacognitive awareness. Metacognitive awareness includes positive learning attitude, self-confidence and self-awareness in the process of language learning. In foreign language teaching, by revealing the intrinsic interest and value of the subject, we can guide students to realize the significance of learning a foreign language, clarify the goals and tasks of learning, stimulate and mobilize students' strong intrinsic motivation, and make them give full play to their main role in the learning process.

Enrich metacognitive knowledge. Meta-cognitive knowledge is an indispensable support system for meta-cognitive activities, which provides an empirical background for regulating activities. Individuals organize their current cognitive activities according to this knowledge, and metacognitive knowledge is the basis of metacognitive activities, including learners' knowledge, learning tasks and learning strategies. Teachers should guide students to correctly understand their own cognitive ability and learning characteristics, so as to foster strengths and avoid weaknesses in cognitive activities, give full play to their advantages, better complete cognitive tasks and improve cognitive efficiency.

(3) Strengthening metacognitive experience. Metacognitive experience refers to the individual's awareness and understanding of the situation related to cognitive activities. We can stimulate the corresponding metacognitive experience through reflective self-questioning. On the one hand, teachers should help students analyze the problems encountered in the learning process, on the other hand, they should teach some strategies. (D) Strengthen metacognitive monitoring. Learning process is not only a cognitive process of identifying, processing and understanding learning materials, but also a metacognitive process of actively monitoring and adjusting this process. Foreign language teachers should guide students to make reasonable plans and choose appropriate learning methods. By writing a study diary, establishing a study file and holding a study seminar, we can enhance learners' understanding, adjustment and monitoring of their own learning process.

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It is of great significance to master and apply metacognitive strategies in educational practice. Cultivating students' metacognitive strategies is helpful to change their learning concepts and enhance their independent thinking ability. At the same time, it is also conducive to improving students' self-management and autonomous learning ability, so that they can choose their own methods according to their own goals and needs and master the initiative in learning. Through the above training, students' awareness of using metacognitive strategies can be enhanced, so that they can better implement self-monitoring in the process of language learning, find problems in time and effectively, and correct them, thus guiding the next stage of learning and improving the level of foreign language learning.

References:

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[4] Wu Heping. Metacognition and its relationship with foreign language learning [J]. Foreign Language Teaching, 2000(2).

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