A Research On The Effectiveness Of Metacognitive Strategies In English Reading Teaching In Senior High School

English reading ability is the basis and prerequisite for the development of other language skills,and reading comprehension is also the priority of fundamental education.Senior English Syllabus and English Curriculum Standards(2003)also clearly point out that the purpose of English teaching in senior high school should focus on cultivating students’ competence of reading comprehension.For a long period,how to effectively improve students’ English reading ability and reading level has always been a hot topic for many scholars,and most of the foreign language teachers are gradually aware of the importance of directing students to promoting their own reading ability.It is necessary for teachers to cultivate and train students’ learning strategies so as to enhance students’ English language skills and language competence during the English reading teaching in high school.Only in this way can lay a solid foundation for students’ sustainable development.Among all the learning strategies,metacognitive strategy plays a significant role in the reading teaching of senior high school.The thesis firstly reviews the relevant theoretical studies and research achievements of metacognitive strategies in English reading comprehension both at home and abroad,upon these the frame of the research was formed.Based on the theories about metacognitive strategy training of O’ Malley and Chamot,the research took 60 students of Class 8,Senior 1 in Nanning No.X High School as subjects and carried out the empirical research for 7 weeks.The following three specific questions were to be discussed: 1.What’s the current situation of metacognitive strategy use in English reading for high school students? 2.How to conduct metacognitive strategy training for high school students in English reading? 3.Can the metacognitive strategy training improve students’ reading ability effectively? Accordingly,the thesis mainly adopted the questionnaire and empirical research to explore the effectiveness of metacognitive strategies in English reading teaching in senior high school.It aimed attraining students’ metacognitive strategies in English reading comprehension,and Microsoft Excel was used to analyze and compare the collected data of the research.The following conclusions have been drawn by analysis.First,high school students generally seldom use metacognitive strategies in English reading.Second,immersing metacognitive strategies into the teaching activities of English reading can promote students’ metacognitive awareness and metacognitive level.Third,through the training of metacognitive strategies for the students,their English reading ability and reading performance would be enhanced significantly.In the end,according to these results of the research,some pedagogical suggestions were given to English teachers who should pay more attention to the training of metacognitive strategies in students,and infiltrate the metacognitive strategies into English reading teaching process and daily reading activities in an imperceptible way so as to further strengthen students’ English reading ability.