A Study On The Training Of Metacognitive Strategies In Junior High School

Since the psychologist Flavell proposed the term "metacognition" in 1979, a number of language researchers have paid attention to it and its theory. However, some researchers paid more attention to metacognition in reading. In China, there are many theoretical feasibility researches on metacognitive reading strategies in English teaching, however, there are fewer experimental researches on whether this teaching method can really improve students' English reading level, especially two-grade students in junior high schools. Thus, I take this as an entry point on the basis of related research at home and abroad, and I designed and completed one-term experimental study on metacognitive strategy training in reading in junior high school. This study explores whether the training can improve their reading ability level and how metacognitive reading strategies are instructed effectively in junior high schools.This thesis is divided into five chapters:the Chapter One is the introduction. First, the participants took a questionnaire about the metacognitive strategies. After analyzing and summarizing, we found students' metacognitive awareness is rather low. So I put forward that it is necessary to train students' metacognitive strategies in reading. Chapter Two is the literature Review and the theoretical framework. The related concepts of metacognition are introduced and explained the significance of metacognitive strategy training in reading Chapter Three is a research design. In the experiment, The study chose 105 students as participants in NO.2 Junior High School in Panjin, Liaoning Province. The study used the same materials. For the experimental class, I strengthened to train the metacognitive strategies, while for the control classes, only used the traditional teaching methods. Chapter Four is the analysis and Discussions of the data about the questionnaires and the tests before and after training. Chapter Five is the conclusion. It is found that 1. Metacognitive strategy training can improve students' metacognitive knowledge in junior high schools.2. Metacognitive strategy training can improve students' reading level and reading ability in junior high schools.3 The training method in the third chapter is effective. Then it is the reflection and and revelation after the experiment. It is suggested that metacognitive strategies in reading should be instructed. At the same time, the education sector should also provide some metacognitive strategy training for teachers to improve students' reading efficiency better. Since this study is only a tentative study with a small scope, some limitations need to be further improved.