A Designing Of The Metacognition Questionnaire Of English Reading Comprehension For Junior Students

Metacognition, which is people's self-awareness and self-adjustment to cognition activities, is an important ability of cognition. Students' cognition to cognition plays a significant part in reading comprehension, therefore, researching more about it count for quite a lot of theoretical and realistic value.This research aims at designing a Metacognition Questionnaire of English Reading Comprehension which fits for the junior students of China. Basing on the summarizing of the literature, the research establishes a conceiving modal of metacognition structure of junior students. On this foundation, it draws up a Metacognition Questionnaire of English Reading Comprehension for junior students, carrying on the verifmg factor analysis and social demographic analysis, carrying out multi-angles and multi-index reliability and validity to the Metacognition Questionnaire of English Reading Comprehension for junior students. Studying results show that:1. Metacognition Questionnaire of English Reading Comprehension for junior students, which can be divided into three dimensionalities according to the theories, that is, metacognition information, metacognition experience and metacognition supervision , is a multi-layer and multi-dimension mental structure. Metacognition information includes the knowledge of reading subject, reading object and reading strategy; Metacognition experience includes cognoscible experience and emotional experience. Metacognition supervision includes plan, supervision, evaluation and regulation that go with the whole reading process.2. Metacognition Questionnaire of English Reading Comprehension for Junior Students is based on the academic conceiving of metacognition structure of English reading comprehension for junior students. It's internal consistency coefficient (Cronbach a coefficient),Split-half reliability,test-retest reliability, content validity, structure validity, criterion-related validity all have good index without exception. This questionnaire can be fit for the tool to metacognition.3. There is a significant difference between male and female Students' metacognition levels of English reading comprehension, and female students' metacognition level of English reading comprehension is significantly higher than male students'.4. The students coming from grade one and grade two of junior high school are significantly better than those of grade three in the level of English reading comprehension in the metacognition supervision dimensionality of Metacognition Questionnaire of English Reading Comprehension. At the same time, the students of grade one and two have no clear level differences. We comparing questionnaire's total score, the level of grade two is distinctly higher than that of grade three.