A Study On The Influence Of Metacognitive Strategy Guidance On The English Reading Ability Of Junior High School Students

As we all know,reading plays an important role in English learning,and it is also highly concerned by teachers in English teaching.We know that learning to use learning strategies in English reading is one of the important ways to improve English reading ability.The English Curriculum Standards also point out that students should be able to use the learning strategies to obtain information according to different reading purposes.The reading skills that students should master is closely linked to learning strategies.As an important part of the learning strategy,the metacognitive strategy is self-evident.Domestic and foreign scholars have conducted a lot of empirical research on the application of metacognitive strategies,but most of them are concentrated on college students or high school students.There are few studies on junior high school students.Therefore,this paper takes the junior high school students in China as the research object,and discusses the influence of the guidance training of metacognitive strategies on the English reading ability of junior high school students.The main problems are as follows:(1)What changes are there in their use of metacognitive strategies after guidance?(2)What is the impact of the guidance of metacognitive strategies on the reading ability of junior high school students?The main research methods in this paper are questionnaires,tests and interviews.The experimental site is a common middle school in Shandong Rongcheng.The subjects are mainly 40 students in a class of junior high school,including 17 male students and 23 female students.The experiment was carried out for 16 weeks.The 40 students were trained in metacognitive strategy guidance.The final experimental data was quantitatively analyzed with SPSS 22.0,and the interview results were qualitatively analyzed.The conclusions were as follows:First,for junior high school students,the using frequency of selective attention strategies,monitoring strategies and planning strategies reaches the medium use level.The using frequency of evaluating strategies reaches the low use level.The using frequency is ranked in order from low to high as evaluating,planning,monitoring and selective attention.Students' awareness of using meta-cognitive strategies improves after guidance.Among the four meta-cognitive strategies,the using frequency of monitoring and selective attention strategies improve obviously,ranking high use level,the evaluating strategies improves from low to medium level.The awareness of using planning strategy also improves though its mean score still stays at medium use level.Second,the meta-cognitive guidance does have a positive on reading ability of junior high school students.Compared with the high-score group,the middle-score group and the low-score group get more improvement.On the whole,this research has basically achieved the expected goals.It has made active attempts to integrate metacognitive strategy training in English teaching.The guidance of junior high school students in metacognitive strategies in English reading can not only improve students' English reading ability also helps improve the teaching level of English teachers.