The Study Of Senior Three Students' Use Of Metacognitive Strategies In English Reading

In this thesis, A study has been carried out on types of learning strategies, namely, cognitive strategy, metacognitive strategy, social-affective strategy. The purpose for this study is to try to find the general tendency in the relationship between reading proficiency and overall use of learning strategies for both good reader and poor reader groups, and try to give a systematic analysis of each type of strategy respectively, seeking to reveal some features embedded in them. Besides, how Chinese English learners can benefit from the application of learning strategies in reading, especially those strategies which haven't aroused their enough attention to improving foreign language learning and teaching is still the problem to be solved.The present thesis reports a comparative study of Chinese English learners'use of learning strategies in reading. This study directly addresses the questions as follows:1. How are learning strategies related to the reading proficiency levels of two comparative groups: good readers and poor readers respectively? Do the relationships show the same general tendency?2. For each type of learning strategies, do two comparative groups use them to the same degree? Is there any significant difference in their use of each type of learning strategies?3. For the three types of learning strategies involved in this study, do the two comparative groups use them to the same degree respectively? Can different tendencies for these two comparative group be found?The results got from the research are as follows:1. It is found that reading proficiency levels are substantially and positively correlated with learning strategies for both comparative groups; for good readers, the correlation is more obvious.2. The two comparative groups do have significant difference in the use of cognitive, metacognitive and social-affective strategies.3. Two comparative groups show different tendencies in using three types of learning strategies.On the basis of these findings, the implications on learning strategy instructions have been discussed and some suggestions on how to give effective language learning strategy instructions for Chinese English learners have been provided. It is suggested that learning strategy instructions might include identifying students'current strategies, assessing their strategy needs, planning strategy instructions, directing teaching of strategies for different reading tasks, providing opportunities to practice using the strategies, evaluating strategy use, and helping students transfer strategies to new tasks.