Experimental Study On The Influence Of Meta-cognitive Strategy Train Ing On Junior Middle School Students’ English Reading Ability

Reading is a window for people to accept information and know the world,and reading in English can improve students’ language skills.The level of reading ability directly affects the efficiency of students receiving information and understanding texts.Improving students’ English reading ability has been a topic of discussion by experts and researchers.In actual teaching,teachers focus on the transmission of knowledge and ignore the students’ understanding of the reading material.Meta-cognitive strategy has a series of complete links from planning to evaluation,emphasizing that students are the main body of reading,and learners should pay attention to the reading process,find and solve problems through self-examination,self-questioning and other methods,in order to help students understand the article deeply.Meta-cognitive theory,intelligence ternary theory and input hypothesis theory are the research theories,a total of 95 students from two parallel classes of junior high school(1)and(5)of a middle school in Shihezi Xinjiang Uygur Autonomous Region were selected as research objects for a period of three months.In this study,the training of meta-cognitive strategies was applied to the teaching of English reading in junior high schools,and the influence of meta-cognitive strategies and reading ability of participants was explored.In this study,47 participants in the experimental class were trained to teach reading for three months,while 48 participants in the control class received three months of routine bottom-up reading teaching.This study includes the following two research questions: First,what is the impact of meta-cognitive strategy training on the use of participants’ meta-cognitive strategies? Second,What would be the impact of meta-cognitive strategy training on the students’ reading ability? The question includes four sub-questions,that is,what is the impact of meta-cognitive strategy training on the participants’ ability to extract fact details,inference and judgment,generalization ability of main idea,and ability to guess meanings?The researchers took the literature research,educational experiment,testing,questionnaire and interview as methods for the study,used the meta-cognitive strategy use questionnaire and interview outline to investigate the changes in the use of meta-cognitive strategies,and selected the reading ability test paper to investigate the impact of meta-cognitive strategy training on students’ reading ability.There are some findings in the study: Firstly,meta-cognitive strategy training is used on English reading teaching,which has a positive impact on the use of meta-cognitive strategies in students.Compared with the control class,the questionnaire scores before and after the experimental class showed significant differences;the students’ use of planning strategies,selection attention strategies,monitoring strategies,adjustment strategies and evaluation strategies improved significantly;students’ usage of meta-cognitive strategies changed from medium to high frequency,especially in the use of planning strategies and evaluation strategies.Secondly,meta-cognitive strategy training had a positive impact on students’ reading ability.Between the experimental class and the control class in post-test,the meta-cognitive strategy training showed an obviously difference in reading ability.After the experiment,the ability to extract fact details,inference and judgment,generalization of the main idea and ability to guess the meaning of words in the experimental class were improved;especially the students’ inference and judgment ability,which was greatly improved.It can be seen that the use of meta-cognitive strategies in English reading can be increased by the training of meta-cognitive strategies,and the participants’ English reading ability can be developed.Two implications can be found in this study in English Reading Teaching of junior middle school:First,more attention should be paid to the usage of meta-cognitive strategies in English reading,strengthen the training of meta-cognitive strategies,and improve students’ reading efficiency by improving reading behavior.Second,combined with reading tasks,a variety of meta-cognitive strategies reading activities are designed to guide reading activities and improve students’ reading ability by monitoring the reading process.