Metacognitive Strategies In FL Reading For High School Students: A Data-based Theoretical Construction

The paper reports: 1) an empirical study on the correlation between metacognitive strategies and FL reading ability of high school students mostly living in the countryside; 2) the differences between subjects given with instructions of metacognitive strategies and subjects without being given any instructions. By using questionnaires, classroom instructions and statistics calculation, the study has made the following findings: Metacognitive strategies are closely related to English reading and instructions of metacognitive strategies can enhance reading ability. Moreover, this study further proves that readers who got higher scores in reading test are mostly able to better regulate their reading processes and are more likely to revise their strategies. The significance of this study to teaching lies in the fact that metacognitive ability can be improved via classroom instructions. Teachers can integrate in their teaching the training of various metacognitive strategies and to promote the transfer of metacognitive strategies to new tasks, thus providing some enlightenment and reference for the teaching of FL reading in high school.