A Study Of The Application Of Metacognitive Strategy In Senior High School English Reading Class

Reading comprehension plays an extremely important role for foreign language learning. Reading teaching aims to cultivate students’ reading strategies and skills and raise their reading proficiency. This is true of the senior high school students’case too. However, Chinese students in high school learn how to read in English and how to improve their reading comprehension ability under the strict guidance of their teachers. From now on, it is a general problem that both reading teaching and reading learning are not so effective.This study aims at solving the problem. The author thinks that metacognitive theories provide theory supports and practical methods to solve the problem. During the whole semester’ teaching practice at Guangming Xingqu Middle School in Shen Zhen, the author uses questionnaires and tests to have a two-month’ metacognitive strategies training based on metacognitive theories and other reading teaching theories. The study result shows that students in experimental class begin to use more metacognitive strategies in reading and their reading ability has been improved. The study shows that metacognitive strategies training is effective to improve students’reading ability.