A Study On Oxford Training Model Based Meta-cognitive Strategy For Senior High School English Reading

English Curriculum Standard for General Senior High School(2017 Edition)clearly states that English teachers should pay attention to encouraging and guiding students to use a variety of learning strategies in the teaching process.Among the learning strategies,meta-cognitive strategy is superior to cognitive strategies,communicative strategy and affective strategy.The meta-cognitive strategies for English reading include planning,monitoring,evaluation,and adjustment.Based on Oxford’s training model,this study takes strategy awareness,strategy behavior and their relationship with reading effect as the main observation points to carry out meta-cognitive strategy training for students in English reading,so as to cultivate their ability to use meta-cognitive strategies in reading.Meta-cognitive strategy training model consists of the following parts: determining students’ content needs and time required;selecting appropriate strategies;integrating strategy training;incentive measures;preparing teaching materials and activities;carrying out clear strategy training;evaluating strategy use,and adjusting strategy use.This thesis focuses on the following three questions: 1.What is the current situation of high school students’ use of meta-cognitive strategy in English reading? 2.Can the training based on Oxford meta-cognitive strategy training model improve students’ awareness of planning,monitoring,evaluation and adjustment strategies in reading? 3.Can the training based on Oxford meta-cognitive strategy training model improve senior high school students’ English reading ability?In this study,120 students from two parallel classes in grade one of Zhangjiakou No.1middle school were selected as the experimental subjects to explore the role of meta-cognitive strategies in reading,and the effect of improving senior high school students’ English reading ability.This study is mainly quantitative research,combined with certain qualitative research.The methods used include quasi-experimental research,questionnaire,observation,oral report and interview.The independent variable of quasi experimental research is meta-cognitive strategy training,and the dependent variable is students’ reading performance.The main intervention variables include the awareness of meta-cognitive strategy use and behaviors in meta-cognitive strategy use,the latter consist of planning,monitoring,evaluation and adjustment for English reading.The analyses of data collected from questionnaire and quasi-experimental research by SPSS 25.0,combined with the information from interview,classroom observation and oral report,suggest that the awareness of meta-cognitive strategies of high school students,as a whole,is not strong;Pearson correlation analysis indicates that intervening variables are related to students’ reading effect,and the multiple regression analysis of these variables and reading effect shows that monitoring strategy has the highest correlation with reading effect.Through meta-cognitive strategy training,students’ awareness of meta-cognitive strategy use in the experimental class has been significantly improved,which is mainly reflected in the changes of relevant intervening variables,namely,behaviors in strategy use.The final results of this research show that Oxford’s meta-cognitive strategy training model can help students improve their scores in reading tests,which indicates that this model can help them improve their reading ability.