A Study Of The Influence Of Metacognitive Strategy On English Reading In Senior High School

This is an experimental report on a study of metacognitive strategy training in reading for English learners in senior high schools in LanZhou. It aims at realising the learning strategies adopted by senior students in reading and teaching them how to learn through the investigation and the metacognitive strategy training. What's more, Another purpose is to see if their proficiency of reading would be improved, so as to prepare well for future study. The study was designed as a quasi-experiment, taking two natural classes of the first graders in a senior high school as the subjects, experimental group and comparison group. The strategies were adopted from Oxford, including centering your learning, arranging your learning, planning and evaluating your learning. The method and content of die training included CALLA adopted from O'Malley& Chamot. In the process, the strategy training and the language learning were combined and the integrated and direct instructions were mainly adopted.The result showed that the students who received training in metacognitive strategies performed better than those who had not been trained in the reading test. It proved that training students in metacognitive strategies does facilitate English reading. It also suggested that in the process of teaching the strategies it can also facilitate the students' listening and writing.