Research On Rural Middle School Students' Characteristics And Training Of Metacognition In English Reading With Samples From Anshun, Guizhou

The term, Metacognition, was proposed by Flavell in his study of metamemory in 1970s with its core meaning of Cognition about Cogni-tion. Since then, metacognition theory has been highly regarded by lan-guage researchers, but the study of metacognition in reading activities is doubly paid close attention to. Reading is a process to gain information and construct meanings from literal symbol. An effective reading process is a cognitive process as well as a metacognition-involved process. Re-searches has shown metacognition has direct impact on reading ability . Therefore it is significant to more deeply research metacognition in Eng-lish reading of Chinese students.The researchers aboard has made great progress in studying meta-cognition in language learning, including second language reading and at present, domestic researchers also has paid much attention to metacogni-tion in English reading . But there are still the following shortcomings or limitations: the lack of comprehensive and systematic study on metacog-nition in reading; regarding metacognitive training's effect about reading, too much attention to the effect of metacognitive training on cognitive effects and less attention to non-cognitive effects. In addition, had the re-searches mostly take university students or the high-school students as the subjects of study, but did not have nearly taken the rural middle school students as subjects of study' similar research. In view of the cur-rent English teaching practice of the rural junior middle school , we are ready to study reading as the breakthrough point with the frame of meta-cognitive three components systematically and provide useful inspiration to rural English reading teaching.This article consists of descriptive study and experimental study. The descriptive study mainly used the questionnaire survey to know about their metacognitive overall level and developmental characteristics and so on, to find out the main factors impacting on the level of meta-cognition in English reading through comprehensive and in-depth study. Experimental study was to take correspond metacognitive training in the reading teaching to explore the effect of metacognitive training on rural junior high school students'metacognitive reading level, reading achievement and reading motivation and to further verify the feasibility and effectiveness for training the rural students.The research tools was Metacognition in English reading and read-ing motivation questionnaires and the English reading test. A referred sample of 762 students who are from three grades of four rural middle schools of Anshun city in Guizhou were examined,and two classes of Class Two were selected randomly from one of four middle schools ,one class which has 58 students received metacognitive training and the other which has 56 students was controlled. The conclusions showed that:(1)the overall level of metacognition in English reading of rural junior students is general;(2)There existed significant grade and reading level differences at the developmental level and dimensions of metacognition in English reading,in addition,there exited significant interaction between grade and gender at the metacognitive experience in English reading,there also existed signifi-cant interaction between grade and reading level at the overall level and dimensions of metacognition in English reading;(3)there was significant positive correlation between metacognition in English reading and reading achievement and motivation,metacognition in English reading had significant direct effect on reading achievement,reading motivation had significant indirect effect on reading achievement through reading metacognition;(4)metacognitive training in reading teaching could effectively improve their reading metacognition level and their reading motivation and reading achievement.