The Application Of Metacognitive Strategy In Senior High English Reading Teaching

For a long time, the key problem of ESL teaching of the reading in Senior High School in China is that the teaching activities are based on learning language, using the combinative method of intensive reading and doing most exam papers imitatively; for preparing examinations, teachers focus on selecting exam items, neglecting the students'ability training of all- round application of the language, Standards of New National English Curricula published by the state Education Department , put forward much higher standards and requirements on English teaching in Senior high school, setting"English teaching objectives during the elementary education stage are: based on developing students'language skills, language knowledge, emotional attitude, learning strategy and culture consciousness, to train their all-round application of the language."So traditional teaching of reading skill doesn't fit in with the needs of the new standards.Reading is a very complex cognitive process. With metacognitive strategy training , students'false ideas and learning strategies towards reading can be corrected. In addition, it can overcome anxiety, build self-esteem and arouse interests.With a view to helping improve EFL reading teaching ,this thesis attempts to remedy the problems, to introduce metacognitive strategy training--- a learners autonomy approach--- and to promote students'reading competence. In order to illustrate these questions in a persuasive way, an experiment was made in my study. It was aimed at an illustration of the importance of using metacognitive strategies in EFL reading study.