The Study Of Self-monitoring Strategy In Englsih Reading Comprehension Of Year-11Students

Reading material is the main source of authentic English input, which provides not only language knowledge but also cultural knowledge. Learning to read, as the foundation for most of academic endeavors, is one of the most important things that students should acquire in school. During the process of teaching practice in Shenzhen, as an English teacher, the author really wanted to help those students who had the high motivation in improving their reading ability, but could not gain a positive feedback. Through reading a lot of related books in reading, the author found that students’ reading comprehension ability mainly depended on the development of students’ reading comprehension monitoring. So this paper answered three questions through analysis of English reading comprehension test and self-monitoring questionnaire. The questions are:1). Are there differences of using self-monitoring strategy between male and female students?2). Are there differences of using self-monitoring strategy between liberal arts and science students?3) Are there differences of using self-monitoring strategy between good readers and poor readers? The paper first conducted an English reading comprehension test to differentiate the good and poor readers. And then a questionnaire was delivered to six classes (three are liberal arts classes and three are science classes.). Those data analyzed through the Spss19.0proved that male and female students, liberal arts and science student as well as good and poor readers truly have the significant differences. The purpose of the paper is to find out if there are differences on using self-monitoring strategy between male and female, liberal arts and science student and good and poor readers, which can help teachers in senior high school to improve their teaching methods in those aspects and give year-11students some knowledge about self-monitoring strategy to foster students’ reading comprehension ability.