| As an effective means of promoting English learning and a basic skill for English learners to master,reading aloud has been widely used in English teaching.Many students attach great importance to listening,speaking,reading comprehension and writing in English learning,but they seldom read aloud.In addition,teachers pay little attention to instructing students to read aloud scientifically and systematically.As a result,students have raised little interest in reading aloud and paid little attention to reading aloud.Many researches have shown that the neglect of reading aloud will not only result in poor performance of spoken English,but also affects the acquisition of listening,reading comprehension,writing and speaking.Since Flavell put forward the concept of meta-cognition in the 1970 s,the research of meta-cognition and meta-cognitive strategy has become the focus in the academic circles.At the same time,The National English Curriculum Standard for Senior High School(2020)(NECSSH)has put forward the content requirements for meta-cognitive strategy,emphasizing that having a good command of meta-cognitive strategy can improve the efficiency of English learning by means of planning and monitoring the learning process as well as evaluating the learning result.In recent years,more and more scholars have realized that meta-cognitive strategy training plays a positive role in English teaching.However,the researchers have focused more on meta-cognitive strategy training from the aspects of English reading comprehension,writing,listening and vocabulary learning and the current study of the application of meta-cognitive strategy to English speaking teaching is still rare,let alone the study of applying meta-cognitive strategy to English reading aloud.Therefore,this thesis aims to explore the influence of meta-cognitive strategy’s application on English reading aloud,mainly answering the following two questions:(1)What are the effects of the application of meta-cognitive strategy on students’ reading aloud proficiency?(2)How does the application of meta-cognitive strategy affect students’ meta-cognitive awareness in English reading aloud?Based on the meta-cognitive strategy theory of O’Malley and Chamot and their training model of meta-cognitive strategy,instruments such as interviews,questionnaires and tests were employed to obtain research data and results.The subjects are from one Senior high School in Shantou City of Guangdong Province,consisting of 108 students,with 54 students respectively from the experimental class and the control class.The training period is one term and the author is responsible for the training task.The reading materials are mainly selected from PEP English textbooks.The weekly class training time is equivalent to two lessons’ hours,with one lesson of 40 minutes.The whole training process was made up of classroom training and after-class training.Classroom training was carried out in accordance with the CALLA strategy model of O’Malley and Chamot and was divided into five stages: preparation,presentation,practice,evaluation and expansion.The after-class training was implemented by means of the We Chat applet--“xiaoguanjia”,on which students uploaded their recordings after finishing practicing reading aloud the assigned text and they were required to make a self-evaluation and make evaluations for their group members.Then the author gave feedback and suggestions on their recordings.The first week and the last week were the data collection stage.The quantitative data came from the questionnaires and reading aloud tests while the qualitative data was composed of student interviews and student learning reports acting as supplements to the quantitative data.Quantitative data were analyzed by SPSS22.0.The results of the data gained from the questionnaire,the reading aloud test and student interviews in the first week showed that there was no significant difference in English reading aloud proficiency between the two classes before the experiment.Students had weak meta-cognitive awareness and hardly used meta-cognitive strategies when practicing reading aloud.However,after the meta-cognitive strategy training,the results of quantitative and qualitative data in the last week revealed that the reading aloud performance of the experimental class was better than that of the control class and there was a significant difference between the two classes in English reading aloud performance and the awareness of using meta-cognitive strategies in reading aloud has been improved.Consequently,it is feasible and effective to guide students to use meta-cognitive strategy to regulate and manage their learning process of reading aloud.Meta-cognitive strategy training can stimulate students’ meta-cognitive awareness in the process of reading aloud,prompt students to effectively take control of their learning behavior and finally improve their reading aloud proficiency. |
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