Promoting Learner Autonomy In English Reading By The Employment Of Metacognitive Strategy Training And Learner Profile

The last two decades in China have witnessed a great number of studies on the cultivation of learner autonomy in language learning from different perspectives. This thesis intends to explore the effect of metacognitive strategy training in promoting learner autonomy in English reading in the senior high school, and the function of learner profile in facilitating autonomous learning through metacognitive strategy training.The author first reviews the literatures on learner autonomy, metacognitive strategies, learning strategy training and learner profile, in which the inter-relationship among the four concepts is explored and the theoretical background for the following discussion is formed. Based on the literature review and the research findings, a model of metacognitive strategy training combined with the employment of learner profile is proposed with the purpose of cultivating learner autonomy in English reading class. The study involves three main procedures: a) Preparation: arousing awareness of learners, b) Introducing and practicing metacognitive strategies c) Reinforcement after class by the employment of learner profile. The MST is adapted from the Strategic Teaching Model (Jones et al. 1987, cited in O'Malley & Chamot 2001:187) which identifies three recursive phases for instruction: preparation, presentation, and application/integration. The method of learner profile is adopted from Gardner and Miller (2002). In the process, the strategy training is integrated into language learning, particularly English reading.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 class and control class. Throughout the whole training process, data about the learners' performances related to metacognitive strategies were collected in a number of ways. All the students were given a pre-questionnaire in order to investigate their performance in learner autonomy; a post-questionnaire allowed comparison with the initial one and reflected the changes of students' action. After the questionnaire investigation, the participants were interviewed and asked a range of questions about the effectiveness...