Metacognitive Strategy Training In Senior Three English Reading Teaching

Reading is considered as an important way to learn about the knowledge and culture of English speaking countries in senior English class, and English reading comprehension occupies one third scores in the entrance examinations. Although most of the high schools make efforts to English reading, the result is unsatisfied. The author thinks that the reason is that the students don’t use learning strategies properly especially meta-cognitive strategy in reading. Therefore, the author put forward the idea that combines metacognitive strategy with reading comprehension practice.This study adopted an embedded metacognitive strategy model consisting of three aspects to train students’ metacognitive awareness, including metacognitive planning, metacognitive monitoring and metacognitive evaluating. The experimental process includes pre-reading 、 while-reading 、 and post-reading activities. The paper was designed to solve the following three questions: Question1: what is the present situation of the application of metacognitive strategies in reading in Jishi Senior High School? Question2: is there any difference among high-,intermediate-,and low-proficiency students in their proneness of metacognitive strategy choice and use? Question3: does the training has positive effect on learners’ reading comprehension? In order to solve these three research questions, first the author collect data with the questionnaire and the pre-test and the post-test, then analyses the data with the aids of SPSS19.0. Data results show that combining metacognitive strategies with high school reading comprehension practice can not only strengthen students’ metacognitive awareness to improve students’ English reading scores, but also develop students’ ability of autonomous learning.Chapter one consists of the background、objectives and significance of the research. Chapter two is the literature review of metacognitive reading strategy both at home and abroad. Chapter three is the theoretical foundation of metacognitive reading strategy. Chapter four is research design consisting of research question、subjects 、 instruments、research procedure and data collection. Chapter five is data analysis. Chapter six talks about research results、research limitations and implications.