A Study On Permeation Of Metacognitive Strategies To The Teaching Of English Reading In Senior High School

Reading comprehension is an important part of English teaching in senior high school. In the past years, researchers have proposed abundant teaching methods for English reading. The development of the concept of metacognition gives a new angle to teach English reading comprehension. Metacognitive strategies mainly consists of three sections:the planning strategy, monitoring strategy and evaluating strategy. Supported by metacognitive strategies, the author designed a high school English reading class aiming to find out how they can be embedded into class teaching, thus offering some suggestions for teachers. Through the reflection of the teacher, other teacher’s observation and students’ learning feedback, it proved that metacognitive strategies have a positive effect upon readers’enhancement of L2learning.The thesis first reviewed some theories and researches about the application of metacognitive strategies in English teaching. Then the author delivered questionnaires twice on the recognition and application of metacognitive strategies to42students of senior two in School in Tianjin in order to make a comparison and analysis about students’attitude towards this English class. Through the analysis, it turns out that this instructional design is an appropriate and successful attempt. The majority of learners expressed that this English class can improve their learning ability and also raises their interest. Through the interview, the teachers who observed this class expressed their supporting attitude towards the English class based on the metacognitive strategies, and they also stated some reasons on the difficulties of the implementation. In the end, according to the study, some suggestions and inspirations are given to teachers and learners. Teachers should try their best to make diversified English reading lessons and to effectively enhance students’awareness of metacognitive strategies. Learners also should pay more attention to the application of the theory towards English reading learning and then to make them become efficient and independent leaners. And the research methods are not completely scientific and appropriate.