The Application Of Metacognitive Strategies In English Reading Teaching Of Senior One

Reading is an individual ability of the English language.It is also a complex cognitive and emotional process.Linguists divide reading models into three types: bottom-up model,top-down model and interaction model.Top-down model and interaction model both stress that individuals should use strategies to improve their reading efficiency.However,in the current secondary school English reading teaching,teachers’ instruction of students’ use of reading strategies is far from enough.Therefore,this paper is intended to make a study on the application of metacognitive strategies to English reading teaching of Senior One.The author attempts to explore the following questions:1.Can the metacognitive strategy training help to improve the frequency of students’ use of metacognitive strategies in English reading?2.Will the frequent use of metacognitive strategies in English reading help to improve students’ English reading comprehension ability?3.Which level students benefit most from the metacognitive strategy training?Based on metacognition,this study aims to investigate the current situation of metacognitive strategies used by students in Senior One and to study the feasibility and effectiveness of metacognitive strategy training in English reading teaching of Senior One.The author selected two parallel classes of Senior One in Zhangzhou No.3 Secondary School as research subjects,Class 5 as an experimental class and Class 6 a control class.The author conducted a 12-week metacognitive strategy training in Class 5,while the traditional reading teaching approach was carried out in Class 6 in order to explore the effect of metacognitive strategy training.In the training,the author first consciously integrated the training into the daily reading teaching courses,and then gradually reduced the guidance to let the students use the metacognitive strategies independently according to the self-question sheets.Through questionnaires and reading tests,the author found that metacognitive strategy training can help to improve the frequency of students’ use of metacognitive strategies and their reading ability,and that the middle-level students benefit most from the metacognitive strategy training in English reading.This study confirms the feasibility and effectiveness of metacognitive strategies applied in English reading teaching to Senior One students.Therefore,this study turns out to have both theoretical and practical value.English teachers are expected to attach great importance to the instruction of reading strategies to students,especially those at the middle level,so that they can help students to improve their reading comprehension ability.The author hopes that this paper will provide effective reference for senior high school teachers in training students to use metacognitive strategies in English reading.