Study Of Junior School Students’ Metacognitive Strategies In English Text Reading

Metacognitive strategies, for learners, are those concerning theirlearning planning, process monitoring and result evaluating, andtherefore play a vital role in language learning. In the process ofreading, metacognitive strategies include self-evaluation, self-planning,self-debugging, self-monitoring, which have great effects on textreading. The thesis, focusing on junior school students, explores thecurrent situation of students’ metacognitive strategy use in text readingand the influence that teachers exert to their students when using thestrategies in teaching.The thesis first reviews some related theories and researches aboutmetacognitive strategy, text reading, and Oxford English teachingmaterials，and upon these the frame of the research is formed. Then theauthor, following the empirical approach, does the research withsubjects of Grade Six students from Xuhui Middle School and collectsdata and narrative resource via questionnaires and interviews. Thethesis later does a qualitative and quantitative analyses of them.Based on the research, the thesis has drawn the followingconclusions:1Junior middle school students are able to usemetacognitive strategies in their text reading; they are aware of usingplanning strategies in pre-reading and they pay more attention tomonitoring and debugging strategies in while-reading but less toevaluating ones in post-reading.2The use frequency of metacognitivestrategies are closely related to the competence of text reading. Themore frequency of metacognitive strategies they use, the better level oftheir English reading are.3Students ways of adopting strategies arehighly affected by their teachers teaching method and process.The thesis provides some empirical bases of students’metacognitive strategies use in text reading for research purpose, and puts forward some suggestion for teachers in both reading teachingand metacognitive strategy using.