The Study Of The Relationship Between Meta-cognitive Strategy And English Reading In Senior High School

Meta-cognition is the self-management of the cognitive process. Meta-cognitivestrategy includes the strategy of planning, strategy of regulation, strategy of monitoringand strategy of reflection. Compared with cognitive and affective strategies,meta-cognitive strategy is in the higher level, with managing function, which plays animportant role in learners’ study. When reading, learners use meta-cognitive strategy tomake reading plan, monitor reading process, regulate reading strategy and reflectreading efficiency to make progress in study.By referring lots of works about meta-cognition and reading from home andabroad, this thesis tries to study the relationship between meta-cognition and Englishreading in high school. Based on the theory of constructivism, the author doesmeta-strategic training among students in Xiamen Hubin Middle School. This researchincludes questionnaire survey and interview. The students do two reading tests beforeand after meta-cognitive strategy reading. After collecting data, the author analyzes thedata and makes a comparison of students’ reading level before and after training. Thisresearch shows that students who take part in the training improve more in their readingthan those who don’t take part in the training. Besides, those who take part in thetraining are getting more and more interest in reading English. Meta-cognitive strategycan encourage learners to make reasonable plan according to the studying task, tomonitor reading process, regulate reading speed, make a reflection on the studyingresult, and thus improve students’ reading level.Through the training of meta-cognitive strategy, most students can form a habit ofmaking reading plan, select suitable reading method, monitor reading process andevaluate reading task. When teaching English reading, teacher should pay attention toteach meta-cognitive strategy and guide students to study reading skills. Moreimportantly, teacher should guide students to master reading skills and monitor theirreading process. Thus, students can independently apply meta-cognitive strategy inreading English. Therefore, they can improve their English reading level, studyingefficiency, and English comprehensive ability.