英语论文网

Chapter 1 Introduction

As it is known that the era of globalization has come, every county has to trade,do communication studies and so on to adapt to the whole world. China as one of themost influential countries, communicating with other countries is essential.Meanwhile, English, as a communicative tool, is the most international language ofall the languages. So learning English well, especially learning English listening andspeaking well, is necessary and important for Chinese to communicate with people inother countries. On the other hand, Chinese can learn a lot about American culture bylearning English. Nowadays, because of the English courses developed by the countryand schools, many Chinese have a good ability of English writing and reading, butmost of them do badly in speaking and listening, so how to learn them well is veryimportant for all of the Chinese people.There are several kinds of learning strategies. Different varieties of learningstrategies may be conducive to Language 2 proficiency. So learners need be able touse these strategies wittily by means of sorting them which are suitable for carryingout many particular learning tasks. There are several learning strategies while learning,in one of them, metacognitive strategy is an important part. Metacognitive strategythat involves planning, monitoring and evaluation owns considerable significance, atleast for adults. Metacognitive strategy could make language learners more capable.However, there are many learners who do not use this type of strategy adequately intheir real life.

1.1 Research background
With the rapid development of Chinese education, there are also a series ofreforms in English teaching. The overall design thinking of English courses is:regarding Scientific Outlook on Development and advanced foreign languagecurriculum concept as guidelines based on the national condition, and taking intoconsideration various factors of the actuality of English teaching in our country, thusbuilding a student-centered, systematic, continuous and progressive English coursessystem from the stage of compulsory education. According to the above designingthinking, English courses in the whole elementary education can be divided into ninelevels based on learners’ level of capacity. Among them, level three to five is designedfor the Junior high school students. And level four is designed for eighth graders.The overall objective of the English course at the compulsory education period is:by learning English, students can form the preliminary comprehensive languageability, and by which students’ mental development and integrated humanities can bepromoted. The formation of comprehensive language using ability is based on theintegral development of language knowledge (phonology, vocabulary, function,grammar, topic), language skills (speaking, listening, reading, writing), emotionalattitude (motivation, confidence, interest, cooperation, motherland awareness,international view), cultural awareness (cultural understanding, cultural knowledge,inter-cultural communicative awareness and ability) and learning strategy (resourcesstrategy, communicative strategy, adjusting strategy, cognitive strategy). Theobjectives of the level four are: learners should have clear learning needs andobjectives, and have stronger confidence in language learning; learners are able tounderstand the dialogues and stories happened in people’s daily life. Learners are ableto use sim