A Correlational Study Of Junior Middle School Learners’ Metacognitive Reading Strategies And English Reading Achievements

For foreign language learners,reading has always been very important,so how to improve students’ reading skills has always been the focus of researchers.The birth of metacognitive theory has opened up a new perspective for related research.Reading is a process of acquiring knowledge.It is a complex psychological process for readers to predict,experience and confirm with the existing knowledge.In this process,readers must adopt effective reading strategies if they want to successfully achieve the reading goals and solve the problems encountered in reading activities.Therefore,the training of metacognitive strategies is the key to the success of reading activities.Scholars also pay attention to the importance of metacognitive strategies in English reading teaching and have conducted research from different perspectives,but most of these studies are aimed at English majors and high school students.This study can enrich the study of the relationship between junior middle school metacognitive strategies and reading teaching.Based on the metacognitive theory,this survey takes the students of three parallel classes in the third grade of Changchun Longxiang Middle School as the research subjects,then investigates and analyzes those four strategies.In this study,questionnaires and interviews were used to obtain data,and then statistical software SPSS was used for the analysis.Here are two main research questions in this study:(1)What are the metacognitive strategies used by Junior high school students in English reading?(2)Are the metacognitive strategies used by junior high school students related to their English reading achievement scores?The study draws two conclusions: 1.At present,the level of junior middle school students using metacognitive strategies in English reading is medium,and the frequency of some students using metacognitive strategies is not satisfactory.2.In fact,there is a certain relationship between English reading performance and metacognitive strategies.Students who use metacognitive strategies better will have higher English reading scores than other students.Finally,according to the results of the study,the article provides some teaching advice,hoping that teachers can infiltrate metacognitive strategy training into daily English reading teaching.