Metacognitive Strategies in Higher Vocational English Vocabulary Teaching

It is hypothesized in this paper that implicit memory works predominantly through frequency effect, and that explicit memory works under the mechanism of intentional attention.From the learner's perspective, this paper puts forward a couple of metacognitive strategies to enable the learner to convert his/her passive vocabulary into active vocabulary.Hence, in modern English teaching, the traditional practice of the 'web-like word explanation approach' should be replaced by such output-oriented tasks as sentence-making and collocations to direct students' attention from recognition to production and for them to develop a new habit of vocabulary learning which will greatly narrow the gap between their receptive skills and productive skills.