Abstract

Meta-cognitive strategy is a high-order learning skill involving planning strategy, monitoring strategy, and evaluating strategy. Many researches on meta-cognitive strategy have shown that it is an effective way to improve spoken English proficiency. Based on this and guided by the theory of meta-cognition, this paper concretely explores the application of meta-cognitive strategies in spoken English learning. As the results has demonstrated, unlike the inefficient traditional way of classroom spoken English learning which is restrained by limited learning time and lack of practice opportunities, applying meta-cognitive strategies in spoken English learning helps learners to learn actively with clearer aims and plans, to develop their abilities of self-control and introspection, and more importantly to improve their ability to study independently and consciously.

Key words: spoken English learning, meta-cognitive strategies, planning strategy, monitoring strategy, evaluating strategy

摘 要

元认知策略是一个高层次的学习技能，包括计划策略，监控策略和评价策略。许多研究表明元认知策略能够有效地提高英语口语能力。本文在此基础上，根据元认知理论，对元认知策略在英语口语学习中的应用进行了具体的探讨。研究结果表明，传统的通过课堂学习英语口语的方法因学习时间有限和练习机会的缺乏，往往效益不高，而元认知策略的运用可以使英语口语学习者具有更明确的目标和计划，能够积极提升自我控制和自我反省的能力，更重要的是，能不断提高他们的自觉学习和独立学习的能力。

关键词： 英语口语学习；元认知策略；计划策略；监控策略；评价策略

1.    Introduction
With the increasing economic and cultural development of the world, face to face oral communication has become more necessary in people’s daily lives. As a result, it is important for an English learner to improve his spoken English if he hopes to achieve success in communication with others in English. However, the traditional way of spoken English learning is not very effective because, for many learners, class hours are not adequate and they usually have few chances to practice spoken English. On the one hand, most students have a strong desire to learn spoken English well; on the other hand, they lack the right learning targets and methods. It is then quite often that their learning is not as efficient as they hope. As a result, some students gradually lose their interest and confidence in learning spoken English, which are in reality very essential parts in spoken English learning.
This situation calls for changes if spoken English learners want to succeed, and the changes will not happen unless the learners are able to learn actively by themselves instead of passively following the classroom instructions. And to solve the problem, some experts have conducted many researches and come up with the meta-cognitive strategies as an alternative. First introduced by John Flavell in 1971, meta-cognition is described by him as an awareness of how one learns; an awareness of when one does and does not understand; knowledge of how to use available information to achieve a goal; ability to judge the cognitive demands of a particular task; knowledge of what strategies to use for what purpose; and assessment of one’s progress both during and after performance.