The Application Of Metacognitive Strategy Training To English Reading At Lanhua No.1 High School

As is known to all that reading occupies an important position in English learning. Only one understands the authentic meaning of an English material can he grasp the true essence of the material. This is particularly important to English learners because good English reading is not only based on reading the material carefully and holding some reading skills, but on requiring some indispensable principles to guild one to comprehend the target material accurately and precisely and, the issue of English teaching to high school students has become increasingly important.This is an experimental report on a study of metacognitive training in English reading for learners in Lanhua No.1 high school. It aims to get t know the English learning strategies adopted by high school students in reading as well as teach them how to improve their English reading through the investigation and the metacognitive strategy training. By reason of limited conditions, the study was designed as a quasi-experiment. To do it, two natural classes of the second graders in Lanhua No.1 high school were chosen as the subjects, one is the experimental group and the other was the comparison group. The strategies were adopted from Oxford, including centering your learning, arranging your learning, planning your learning and evaluating your learning. The method and content of the training included CALLA adopted from O'Malley & Chamot. In the research process, the strategy training and the language learning were combined and the integrated and direct instructions were mainly adopted. And the research cycle is about 18 weeks.Moreover, one questionnaire and one final-term English Examination were used to collect the data. SPSS 17.0 for windows was adopted to analyze the data.Based on the major findings of the study, the present author finally ventures some suggestions on how to improve English reading teaching to high school learners through addressing their learning strategies. Trying combine all the researches into one, the study may provide some insights for further research in the field. Moreover, it also argues that if students are to develop independent strategies for reading, they must be provided with explicit instructions of metacognition. Its Endings may throw some light on the improvement of English reading teaching to Chinese high school students. Most importantly, it may help Chinese high school students to form a good habit of studying.The author hopes these ways may benefit English learners to some extents.