The Experimental Research On The Application Of Metacognitive Strategy In The Teaching Of English Reading In The Senior Middle School

The thesis is about the feasibility study of metacognitive strategy used in the teaching and learning of English reading in the senior middle school on the basis of the literature review.According to the theory put forward by Chamot and O'Melly(1994), the author presents a suggested framework for the training of the reading strategy in the daily English teaching, namely, to teach the students to learn the metacognitive knowledge gradually, develop the metacognitive awareness of the senior school students, enrich the metacognitive experiences, put the metacognitive supervision in effect and enhance the use of metacognitive strategy in everyday teaching, aiming at making the students independent learners.The situation of teaching and learning of reading in this research came from an interview. In the experiment, two classes are set, in which there are 60 students in the experimental class while there are 57 students in the controlling class. Training of reading strategy is done in the experimental class while the controlling class is given the class in the usual way. At the end of the term, the author collects the data and compares the scores of reading comprehension of the two classes. The result shows that explicit training metacognitve strategy can improve the students' reading ability.Allowing for the disadvantages of the research, the thesis offers three suggestions with the hope of improving the credibility and validity of the following research: 1. The relevant department should provide the teachers with the training of metacognitive strategy. 2. The government should provide enough policy and fund to support the teachers' training. 3. In the teaching of English reading, teachers will be always acting as a guidance.