The Action Research On Application Of Metacognitive Strategy In English Reading Teaching In Junior High School

Reading is the process of learners’ information recognition and the reflection of readers’ language abilities.In the latest version of the English Curriculum Standard for Compulsory Education,the requirements for English reading teaching in junior high school are also described in detail,which is to cultivate students’ reading skills and to achieve reading abilities.How students’ reading level can be improved has always been a challenge for teachers and learners.Although many teachers attach great importance to method training and students pay some efforts,the teaching effect is not that satisfactory overall,and the students’ reading ability and performance have not been significantly improved.The relevant surveys show that students lack good reading habits and scientific reading strategy management ability are two obvious reasons.As a part of metacognition,metacognitive strategy provides help for the second language teaching,which can effectively link actions,cognition and results,and facilitate the achievement of expected goals and the maximization of learning effects through the planning,monitoring and evaluation of cognitive processes and specific strategies.Therefore,this thesis puts forward an idea that metacognitive strategy is applied to English teaching in junior high school and designs a teaching research through the collection and research of relevant data.It can be proved that the application of metacognitive strategy is effective for students to motivate their interests in English reading,develop their good reading habits,improve their reading skills and reading performance.This thesis mainly adopts two research methods: literature research method and action research method.A class of students in grade 9 of Guiyang Weiming International School are taken as research subjects.The instruments used in this research are questionnaire about the use of metacognitive strategies in junior English reading,weekly reading report and interview.This teaching research is an action research that applies metacognitive strategy to English reading teaching in junior high school.In the teaching process,students will learn metacognitive knowledge,develop their metacognitive awareness and develop the habit of using metacognitive strategies in reading.The teaching practice process mainly includes the questionnaire and English reading proficiency test before the formal research,metacognitive knowledge training,12-week training of applying metacognitive strategies in English reading,the questionnaire survey and interviews after training,the proficiency test before the research,the 12-time training results and the recorded content of questionnaire and interview.According to the literature,teaching practice and analysis of research results with SPSS,the following results are obtained: the research subjects’ reading performance have been improved to a certain extent and they develop the awareness of using metacognitive strategies to read and learn English,which prove that consciously cultivating and using metacognitive strategies in English reading teaching in junior high school has a very positive effect on students’ English reading learning,and metacognitive strategies can be applied in English reading teaching in the future.Finally,according to the literature and the analysis of research results,some suggestions on how to cultivate the students’ metacognitive awareness and the application the metacognitive strategies are put forward,the limitations of this research and the future research direction are also illustrated.