An Investigation On The Influence Of Metacognitive Strategy On English Reading Of Grade One Students In Senior High School

English reading is an important part of English learning and it’s also an important means of obtaining information,understanding the culture of Englishspeaking countries,and developing the ability of thinking in English.For the middle school students,reading comprehension is the most basic way to improve their language ability.Therefore,how to improve middle school students’ reading proficiency has been a focus for both scholars and teachers.The concepts of metacognition and metacognitive strategy provide a new research perspective for English reading.Many studies have shown that the process of English reading comprehension involves a lot of metacognitive activities,and the use of metacognitive strategy can help readers achieve better reading effect and improve their reading ability.Based on the review of previous researches on metacognitive strategy and English reading,this thesis investigates the overall situation of senior high school students’ use of metacognitive strategy in English reading and the relationship between the metacognitive strategy use and students’ reading achievements.Two research questions are put forward in this thesis:1.What is the overall situation of senior grade one students’ use of metacognitive strategy in English reading?2.What is the relationship between senior grade one students’ use of metacognitive strategy and their English reading achievements?In this thesis,183 senior grade one students from Suining Senior High school are chosen as subjects.The questionnaire survey on metacognitive strategy use in reading as well as interviews with students and teachers is carried out.In addition,subjects’ English reading scores of final examination are collected as reading achievements in this thesis.Then,SPSS 22.0 is adopted to analyze the collected data.After investigation and analysis,this study has the following major findings.(1)Firstly,senior grade one students’ use of metacognitive strategy is in a medium level which reveals that they sometimes use metacognitive strategy in reading comprehension.The most frequently used strategy is selective attention and then it is followed by monitoring strategy and evaluating strategy.Planning strategy is the least favored strategy adopted by students.In addition,the frequency level of metacognitive strategy used by female students is slightly higher than that of male students.(2)There is a significant correlation between metacognitive strategy use and reading achievements.The correlation coefficient between reading achievements and selective attention is the highest which shows that selective attention has the greatest influence on reading achievement.The correlation coefficients of other three strategies ranking from high to low are: evaluating strategy,monitoring strategy and planning strategy.Moreover,high reading achievers’ overall use frequency of metacognitive strategy is significantly higher than medium and low reading achievers.The differences among three groups are most obvious in the use of selective attention,followed by evaluating strategy,monitoring strategy and planning strategy.