The Meta-Cognitive Strategy of College

Students’ Oral English Learning

ABSTRACT

Due to the increasingly frequent international cultural communication, the

importance of a good mastery of English, especially oral English becomes a must for

college students in China.

From the perspective of a language major, this thesis discussed the specific

problems in college students’ oral English learning by presenting a comprehensive

analysis of previous empirical studies, then it introduces the research field, names of

meta-cognitive strategy, which serves a method of improving college students’ oral

English learning.

Through investigation, the reason that college students’ cannot learn oral English

well is mainly because they do not have proper, scientific ,practical study strategies and they are not even aware of their own shortness on oral English learning, and they are lack of perseverance and self-control. So based on the reason we mentioned above, the feasible strategies would be figured out to solve the problems. These strategies are called meta-cognitive strategies. Besides, at the final part of this thesis, the specific way of meta-cognitive strategy will be elaborated to make a proper oral English training method for college students. Moreover, this research discussed the affection of meta-cognitive strategy in English learning.

Key words: meta-cognitive strategy; oral English learning; college student

摘要：

由于国际间文化交流的不断频繁化发展，学习英语俨然已成为中国大学生的必然需要，学好英语口语更是更是重中之重。然而，在大学生学习英语口语的过程中，却出现了很多问题。

该论文从语言专业的角度出发，通过对前人权威研究的全面分析，深入探讨了大学生在英语口语学习方面存在的具体问题。再者，该论文亦具体介绍了元认知策略的相关研究领域、名称，从而为大学生英语口语学习提供一系列有效方法。

通过调查，大学生难以达成学好英语口语的目标的主要原因是因为他们缺少正确、科学、实用性强的学习策略。而且，很多大学生缺乏毅力和自控力。基于以上原因，该论文将重点分析针对其问题的解决措施和策略。笔者将元认知策略作为第一策略，将其与大学生英语口语学习任务相结合，得出实用性强的口语学习策略。此外，该论文亦详细阐述了元认知策略的应用以及影响，从而为大学生学习英语口语制定一套较为完备的学习策略。

在本文最后的部分，笔者还从教学的角度出发，以元认知策略以理论依据，

为大学教师口语教学提出了几点教学建议。

关键词：元认知策略；大学生；英语口语学习

Introduction

With the fast development of international cultural communication, English, a

global accepted language, has become a necessary to communicate with others.

Therefore, learning English becomes a quite popular thing for students at schools,

especially for students in colleges.

However, lots of problems appear during the process of students’ oral English

learning in colleges. For example, a large number of students are not able to find a

prober way or scientific strategy for themselves to learn oral English well. Moreover,

because of lacking enough perseverance and enough confidence, the majority of oral

English learners would always give up on the half way of practicing. Besides, some oral English learners are so shy that they do not dare to talk to foreigners and then they would miss many chances to practice their oral English.

The main purpose of this thesis is to analyze the existing problems in oral English learning among college students according to the oral English study situation of college students. And this thesis would mainly focus on solving the oral English learning problems like low efficiency of English practice, having no scientific English learning strategies or plans, lacking self-control and perseverance in oral English practice and so on.

2. Literature Review

2.1 Language Learning Strategies

Language learning strategies is a professional term that refers to some activities or processes of a learning strategy plan which is figured out by language learners to meliorate their language study situation, to solve their language study problems, improve their language study efficiency, and reach their final goal of language studies and etc (Rose & Heath, 2015).  

In 1990, a prestigious language researcher named Rebecca Oxford, developed the language learning strategies into six categories (Oxford, 1990). First is cognitive strategy, which is generally regarded as a connection between new knowledge and already acquired knowledge. Second is mnemonic strategy, which mainly refers to using efficient methods to improve students’ memories of study like reflex associations of brain, the application of imagery, the use of phonetic sounds, the use of activities, and review. The third is meta-cognitive strategy. This kind of strategy mainly consists of self-awareness about language learning situation and problems, figuring out practical plans and study methods for learning process and take them into practice, frequently self-supervision or monitor during the application of language learning plans, and making a suitable self-evaluation of their own learning results. The fourth is compensatory strategy, of which the definition is that language learners would use some kind of strategies like using a context, making a surmise, making a detour and so on in order to earn much more communication chances, sustain the situation of communication and improve the communicating effects. The fifth is affective strategy, which is mainly about the effects of emotions, attitude and motivation on language learning. The sixth is social strategy, which refers to the social interaction with others to improve language learning situation and help understanding different culture.

2.2 Meta-cognition

The earliest definition of meta-cognition is given by American developmental

psychologist John Flavell (1979). He defined that the term of meta-cognition means

“thinking about thinking”.

Meta-cognitive knowledge mainly includes: Person knowledge, also called declarative knowledge, which refers to the understanding of learners’ study abilities. And it is a kind of knowledge about regarding oneself as a learner and showing elements that would be able to influence learns’ learning effects (Schraw, 1998). Task knowledge, also called procedural knowledge, is mainly about learners’ comprehension of difficulties, troubles, problems about their language learning situation. It also refers to the individuals’ knowledge on language learning and is separated into two parts: heuristics and strategies (Schraw, 1998). Strategic knowledge, also called conditional knowledge, refers to learners’ abilities to utilize language learning strategies. It is about the capabilities of making sure study resources when utilizing strategies (Reynolds, 1992). And this knowledge is difficult for yang learners to acquire.

Meta-cognitive regulation refers to series of regulation during the processes of language learning and cognition. And it includes three vital parts (Jacobs & Paris, 1987), they are: planning, making proper strategies or practical plans for language learning; monitoring, the supervision of language learning processes; evaluating, the final assessment according to the effects from language learning plan.

Meta-cognitive experiences mainly focus on the summarized experiences of language learning processes and how the knowledge of experiences gives a proper direction for learners to learn language well.

2.3 Meta-cognitive Strategies in Second Language Acquisition

2.3.1 Meta-cognitive strategies in Fogarty’s view

In 1994, a famous language professor held a standpoint that the meta-cognitive

strategies should include planning strategy, monitoring strategy, and regulation strategy (Fogarty, 1994).

Planning strategy is a fundamental strategy of language learning strategies. It is a

kind of strategy that language learners would formulate study plan, prospect the possible results, choose feasible strategies, and figured out methods of solving problems before the action of activities in terms of the special target of cognitive activities.

Monitoring strategy is a necessary guaranty of meta-cognitive strategies. This

strategy mainly refers that learners would properly estimate the level that they have

reached to cognitive targets according to the results and shortness that is reflected.

Regulation strategy is an essential condition of sustaining the activities of meta

cognitive strategies. It is a kind of strategy that language learners are supposed to take

corresponding compensation measures to make up the problems appearing in the processes of language learning by means of checking through the results of cognitive activities.(Zhu, 2007).

2.3.2 Meta-cognitive strategies in Anderson’s view

In 2002, a famous language expert, Anderson Neil J., developed a new type of meta-cognitive strategies as six aspects (Anderson, 2002).

The preparing and planning study strategy is the first meta-cognitive strategies in language learning processes. This strategy mainly refers that language learners are supposed to make an early preparation and plan for learning processes with thinking about what kind of goals they are longing to achieve and how to achieve it.

Selection and using strategy is the second part of meta-cognitive strategies. This strategy mainly refers that some kind of strategies would probably be chosen or used to reach some learning goals.

The monitoring learning strategy is the third strategy of meta-cognitive strategies. According to monitoring or supervising the language learning processes, language learners are able to make sure that the learning processes would be carried out regularly and smoothly and then they would be able to achieve their learning targets.

The flexible using strategy is a quite important strategy that would be able to coordinate all the learning strategies of meta-cognitive strategies. It is an essential element to judge whether a language learner learns the second language successfully.

The evaluation strategy is a strategy that language learners are supposed to evaluate the utilization of strategies and to make assessment to language learning effects. According to this learning strategy, language learners are able to get a feedback from the processes of language learning.

3. Overview of Problems on College Students’ Oral English Learning

3.1 The Existing Problems

First, college students hardly have the consciousness of learning oral English, and they generally lack of motivation for oral English learning. According to the empirical study made by a language researcher, Peng Yanhong, it is obvious that there are 83% college students who barely spend any time in practicing oral English (Peng, 2006). And there are 57% college students who are longing to practice oral English well but they lack of perseverance.

Second, the basic English knowledge of college students is quite limited and the

actual oral English level of college students is quite low. According to the above study from Peng Yanhong, among the 155 college students, there are 91.6% college students who have a relatively limited oral English ability; there are 80% of them admitted that they cannot follow the pace of teaching; there are 80% of college students who cannot actively take part into communications with other students.

4. The Affection of Meta-cognition on college students’ Oral English Learning

4.1 The Affection of Meta-cognitive Knowledge

The three different branches from meta-cognitive knowledge could separately cause different effects on college students’ oral English learning.

The first branch of personal knowledge would have college students know more

about their oral language learning situations and their own learning abilities. So

according to this part, college students are supposed to gain more acquisition about their oral English level, their oral English shortness or advantages, and what they are

supposed to do next.

The second branch of task knowledge is a process that is able to make college

students have a clear awareness of the difficulties about oral English learning task. And through this branch, college students would be able to know the oral English training work more specifically.

The third branch of strategic knowledge is a process that would have college

students make sure of the corresponding feasible strategies to take. Besides, this

knowledge could let college students be able to aware that what kinds of strategies they ought to take, how to perform these strategies properly and effectively, how to control these strategies during the oral English learning processes, and how to coordinate these strategies to keep a balance.

4.2 The Affection of Meta-cognitive Experience

It includes two aspects of experience: one is the experience of acquiring knowledge during cognition processes, the other is the experience of the emotion or affection generated from cognitive processes. College students would be able to gain accurate feelings or experience about their own oral English learning processes and according to these kinds of feelings or experience, the college students are able to make it clear that which parts of knowledge should be eliminated and which part should stay.

4.3 The Affection of Meta-cognitive Regulation

The meta-cognition regulation consists of the self-control, self-coordination and self-monitor produced from self-cognitive activities. It includes the pre-formulating plan of cognitive activities, the supervision, evaluation, and continuous feedback.

According to the meta-cognitive regulation, college students are able to supervise the oral English learning processes properly and through the monitoring results, it would be easier to get a scientific method of coordinating and controlling their own oral English learning strategies.

5. The Application of Meta-cognitive Strategies on College Students’ Oral English Learning

5.1 The Application of Preparing and Planning Study Strategy

According to the preparing and planning study strategy, before stepping into the

processes of oral English learning, college students are supposed to make clear of their own oral English learning situation such as their actual oral English level, what are their advantages, and what are their disadvantages.

For example, supposing that there is a college student who determined to practice his oral English. For the first step, this student is supposed to regard oral English learning as his first study task. Besides, according to this task, the student should set up an ultimate goal for a long term like speaking English fluently and without mistakes in three months. Therefore, in order to accomplish this final goal, this student should separate this long term goal into several short term goals, such as for the first month, this student is going to cultivate the oral English speaking feeling. For the second month, this student is mainly focus on motivation of local oral English accents. For the last month, this student would pay his attention to the combat exercises, and communication with foreigners. Therefore, preparations or plans can be drawn for three months’ oral English study.

5.2 The Application of Selection and Using Strategy

College students should also aware of the functions and using arrangements of all kinds of learning strategies.

For example, for a college student who is longing to practice his oral English, he is supposed to choose some learning strategies like keep talking to others in English every day, going abroad like America or Britain putting himself into a totally English  environment, continuously imitating the local accent, taking part in some English clubs, participating in some kinds of English activities like English debate competition, English speech competition, and so on. However, only by knowing these strategies is quite far away from success. This student should also know that how to select and utilize these strategies properly to reach the highest oral English learning efficiency.

5.3 The Application of Monitoring Learning Strategy

From the specific elaboration of monitoring strategy, college students are supposed to know that how to monitor their oral English learning processes.

For example, supposing that there’s a college student who has already acquired a

method of improving oral English capabilities by means of making presentations.

During the processes of his presentation, he should check the plans or strategies he has chosen if there are any problems that would cause threats to the processes of presentation and oral English learning and according to the problems of feedback, and this student should adjust his strategies to solve problems. If college students ignore this essential strategy or even do not use it at all during the processes of their own oral English learning processes, it would be pretty hard for them to check or monitor their oral English learning processes, and they could hardly be aware of the problems that appear in the processes of oral English learning. As a consequence, although college students have formulated perfect plans and strategies, carrying out these plans strictly and thoroughly, once there are problems happens when they do their tasks according to the plans, they would never know and even if they are aware of those matters, it would probably be quite difficult for them to solve these problems.

5.4 The Application of Flexible Using Strategy

The application of flexible using strategy is quite important for college students during the processes of oral English learning.

For example, in the training of oral English capabilities, the college students should be aware of all kinds of oral English learning strategies that can be used. Supposing that a college student are trying to improve his oral English through deliver an English speech, and he is going to directly repeat the English speech materials and imitate its oral English accents. Therefore, this student needs to know that he is supposed to change his formal oral English learning strategy, and he would pay all his attention to the acquisition of unknown words and difficult sentences of the corresponding English speech materials before he set up to remember the article and deliver an oral English speech. Once he adjusts the oral English learning strategy properly, a high efficiency of oral English learning would happen to him.

5.5 The Application of Evaluation Strategy

When college students are trying to use the evaluation strategy, they are supposed to combine the formal four aspects of meta-cognitive strategies and think back to the way of utilizing these strategies.

For example, when the college students are trying to learn an oral English ability like the way of expressing the individuals’ opinions in English, they could use the  following questions to help checking the validity of some oral English training  learning strategies:

First, what is the goal of oral English learning strategies? ----College students could express their own opinions fluently by using some basic words and sentences.

Second, what kinds of strategies are supposed to be used? ----The strategies that

college students are able to use for the intention of expressing individuals’ views

fluently.

Third, are the learning strategies that are utilized useful? ----College students are

supposed to judge whether the strategies they are using or going to use are effective. In another word, they need to check if these learning strategies are helping them to achieve the oral English learning goals.

6. Implication on College Oral English Teaching

Hereby, we are going to give some little advice of applying these five meta-cognitive strategies thoroughly from the perspective of oral English teachers’ teaching methods.

For the first strategy of preparing and planning study strategy, oral English teachers in colleges had better teach students the way of making full preparations and feasible plans for oral English learning processes.

For the second strategy of selection and using strategy, it might be a good choice

for oral English teachers to tell college students what kinds of learning strategies are

useful and should be kept; or what kinds of learning strategies are useless and should be deleted.

For the third strategy of monitoring learning strategy, it would be a good choice for oral English teachers to remind the college students of checking or supervising their own oral English learning processes frequently, such as telling them to do some oral English tests after the practice of oral English.

For the fourth strategy of flexible using strategy, it would be better for oral English teachers to let college students know that there are a large number of oral English strategies for them to use in oral English learning processes.

For the fifth strategy of evaluation strategy, this thesis suggests that the oral English teachers should teach the effective methods of evaluating the oral English learning processes. Such as the evaluation of oral English learning goals, the learning effects, the using strategies, and the effects of these learning strategies.

7. Conclusion

This thesis has generally elaborated the meta-cognitive strategy of college students’ oral English learning process.

After the discussion of language learning strategies and meta-cognitive learning strategies, this thesis would mainly focus on the analysis of the problems on college  students’ oral English learning.

Since the problems of oral English learning have been found out, the next important step of this thesis is to analyze the meta-cognitive strategies and college students’ oral English learning processes and figure out the way of combining these two sections to solve the problems we mentioned above.

For the last part of this thesis, some implications of oral English learning for the oral English teachers are specifically stated from the perspective of Anderson’s meta

cognitive learning strategies.

Bibliography

[1] Anderson. Neil J. The Role of Metacognition on Second Language Teaching and

Learning [J]. New York, Eric Digests, 2002, ERIC database: 463-659.

[4] Flavell, Metacognition and cognitive monitoring [J]. American Psychologist, 1979,

906–911.

[5] Jacobs, J.E.& Paris, S.G., Children's meta-cognition about reading: Issues in

definition, measurement, and instruction [J]. Educational Psychologist 2002, 255–

278.

[7] Rose, Heath. "Language learning strategy research: Where do we go from here?"

[J]. Studies in Self Access Learning, 2012, 137–148.

[8] Rose, Heath. Research methods in applied linguistics [M]. Paltridge, Brian, Phakiti,

Aek. Bloomsbury, 2015

[9] Schraw, Gregory. Promoting general metacognitive awareness [J]. Instructional

Science, 1998, 113–125.

[11] 教育部. 大学英语课程教学要求[M]. 北京, 北京教育部, 2003

[12] 彭艳红. 大学生英语口语学习的现状及存在的问题的调查分析[D].长春, 吉林大学, 2006

[14] 朱文彬, 赵淑文. 高等教育心理学[M]. 北京, 首都师范大学出版, 2007

[15]张毅. 谈大学生英语口语元认知学习策略的培养[D].哈尔滨, 哈尔滨工程大学, 2014