The Application Of Meta-cognitive Strategies To English Reading Instruction Of Senior Three

Learning strategies sprang up abroad in the 1970s, and was brought into our country in the 1980s, since then many scholars in China immediately showed great interest in them, setting off the climax of strategy study. Among them Wen Qiufang, Wang Lifei, Cheng Xiaotang, etc. have made a significant contribution. In 2003 as the course content, learning strategies were written into the "high school English curriculum standards" (trial version), which has risen attention of secondary school teachers from then on. There is a general consensus among the scholars at home and abroad that meta-cognitive strategies are the core of learning strategies. At the same time, reading is the main form of exposure to English, what's more, the focus of all levels and types of examinations, but English reading instruction in senior high school is not satisfactory.Under the guide of learning strategies, especially meta-cognitive strategies theory, this study integrates meta-cognitive strategies into English reading instruction for the purpose of enhancing students'proficiency in English through strategy training.The present study adopts the questionnaire designed by Professor Qiu-Fang Wen, according to the situation of Chinese students, combined with interviews, self-reports, etc., to gain information about the use of meta-cognitive strategies and reading strategy among the senior high school students. Following the five steps model put forward by Sara Cotterall and Hayo Reinders, this study applies meta-cognitive strategies to the reading instruction in Senior Three. After the training from October,2008 to May,2009, The students of Class 7 have made more progress than before. Therefore a conclusion can be drawn that the application of meta-cognitive strategies to the English reading instruction in Senior Three can reduce the burden on teachers, improve learning efficiency of the students, and help students to become effective, autonomous learners, thus laying the foundation for their life-long learning.Due to external constraints, this study takes the approach of comparing the sample with the overall.