Research On The Application Of Metacognitive Strategies In Senior High Students’ Reading

Listening, speaking, reading and writing are four basic skills for English learners tomaster. Of the fours, reading ability has become the core of senior English teaching in china.The ability of reading always decides the overall English competence. In senior Englishclass, reading is regarded as the way to get the knowledge and culture of western countries.Meanwhile, in terms of college entrance examination, reading comprehension covers almostone third of the whole paper (the full marks of the comprehension covers50). Therefore, theability of reading comprehension draws a great attention of teachers and students. However,the current situation of senior English reading teaching is far form satisfactory. Great effortsas teachers pay, but little achievement as they get. According to the research, the writerbelieves metacognitive reading strategy is one of the key factors which influence Englishreading. Metacognition plays an important role in developing senior students’ ability to readindependently, students without metacognitive approaches are essentially learners withoutdirection and ability to review their progress, assess their accomplishments, and determinetheir future learning direction (O’Malley et al1985).Under the title of Research on the Application of Metacognitive Strategies in SeniorHigh Students’ Reading, the paper first reviews some related theories and researches aboutmetacognition in L2reading comprehension and then upon these the frame of the research isformed. Through the investigation of106grade-two senior high students from GanzhouNo.3Middle School, combining the results of questionnaire and interviews, the authoranalyzes the reasons and explores the application of the metacognitive strategy in Englishreading teaching. Through the analysis, the following conclusion has been drawn: thecurrent situation of metacognitive strategies used by senior high school students is at a lowlevel; among the four strategies: planning, managing, monitoring and evaluating, studentstend to use monitoring strategies more, but their awareness of using evaluating strategies israther low. At the end of the paper, the author puts forward some suggestions andimplications in senior English reading teaching. Teachers should pay more attention to metacognitive strategy training in the English class; enhance students’ metacognitiveawareness effectively so as to help students to become efficient and independent learners.