The Correlation Between Junior High School Students’ Use Of Metacognitive Strategies And Their English Reading Achievement

Reading,one of the most fundamental and direct ways to learn English,is highly required in our country.However,some students cannot meet the curriculum standards in reading.As a kind of learning strategy,Metacognitive Strategy includes the thoughts on learning process,plan of learning activities,monitoring of learning tasks and the evaluation of learning activities.Students’ ability to use Metacognitive Strategy may influence their reading comprehension.In recent years,there are more and more studies on the application of Metacognitive Strategies in foreign language learning,which provides a new perspective for study on English reading learning of middle school.It is necessary to investigate how Metacognitive Strategy are used among different students in junior high school;therefore,a study is carried out to find the relationship between junior high school students’ Metacognitive Strategy use and their English reading achievement.This study,taking 170 students from 2 ordinary classes of Hongxue Middle School as the objectives,uses Professor Liu Huijun’s English Reading Metacognitive Strategy Scale and English reading test papers and then analyzes the data with the instrument of SPSS software.It has three findings.First,the whole frequency of Metacoginitive Strategy is in the middle level.In the four kinds of Metacoginitive Strategy,monitoring strategy is used most frequently while planning strategy least frequently,and selective-attention strategy is used more frequently than evaluation strategy.Second,there is a significant difference in Metacognitive Strategy use between high-score students and low-score students.Third,there is a low correlation between junior high school students’ Metacognitive Strategy and their English reading achievement,and the correlation coefficient is 0.291.In the specific dimensions of Metacognitive Strategy,the correlation between monitoring strategy,selective-attention strategy and their English reading achievement is relatively high,but the correlation of them are still at low level.In addition,the study also interviews 8 students and 2teachers of this school about Metacognitive Strategy and reading,which provides more abundant evidences for the finding.Finally,the author also gives some suggestions for English teaching and learning based on the study.