A Study of Developing Senior High School students’ Autonomous English Learning Ability upon the Metacognitive Strategies under the New NCEE

Abstract

The new national college entrance examination emphasizes that the goal of English teaching is to cultivate students’ core competency, and an important part of this is to cultivate students’ autonomous learning ability. Under the background of the new curriculum reform and the new college entrance examination, English teaching in senior high school, compared with junior high school English, has deepened language difficulty, increased learning tasks, and higher requirements for thinking ability, which leads to freshmen in senior high school not being easily adapted to the subject and not knowing how to learn English effectively. In this study, we learned the current situation of students’ use of metacognitive learning strategies and autonomous learning ability through a questionnaire. In order to help and guide students to learn English better and adapt to high school English learning as soon as possible, English teachers should stimulate students’ metacognitive experience, strengthen the metacognitive monitoring of the learning process, and cultivate students’ aotonomous learning ability of English, so as to promote the continuous improvement of the quality of English learning.