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An Empirical Study on the Effect of Metacognitive Strategy Training on English Vocabulary Teaching in Chinese Junior High Schools

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DOI: 10.23977/curtm.2021.040306 | Downloads: 11 | Views: 341

Author(s)

Ling Zhou 1, Boyan Zhang 1

Affiliation(s)

1 Pingdingshan University, Pingdingshan, Henan Province 467000, China

Corresponding Author

Ling Zhou

ABSTRACT

During English teaching in Chinese junior high schools, exploring the application of advanced teaching methods and teaching ideas can promote the reform and innovation of English vocabulary teaching and be conducive to cultivate students’ ability of learning English vocabulary. This paper, by adopting quantitative methods, aims to explore the effect of metacognitive strategy training on junior middle school students’ acquisition of English vocabulary. It explores to make a preliminary evaluation on the practical value of metacognitive strategy-training, trying to shed a light on the English vocabulary teaching reform in junior high schools.

KEYWORDS

Metacognitive strategy, Junior high schools, Vocabulary teaching, Influence, Quantitative research

CITE THIS PAPER

Ling Zhou, Boyan Zhang. An Empirical Study on the Effect of Metacognitive Strategy Training on English Vocabulary Teaching in Chinese Junior High Schools. Curriculum and Teaching Methodology (2021) 4: 26-31. DOI: http://dx.doi.org/10.23977/curtm.2021.040306.

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