A Study Of The Application Of Metacognition Into The Improvement Of Students’English Reading Ability In Senior High Schools

As is known to us all, English skills are composed of five aspects. Namely, listening, reading, speaking, writing and translating. Among those parts,reading plays an essential role in English learning knowledge acquisition.The improvementof English competence can also promote the other language skill expansion.Especially for senior high learners,the learners focus more attention on this skill all the time. The research in this field is increasing rapidly. People like to turn how to teach into how to learn. Among all of the studies, the investigator found that the learners are doomed to improve their abilities by using the some strategies.In the meanwhile; the learner can gain the awareness of learning strategies in the process of their study.Cognition is a theory considered the reading as a complicated process. Metacognition is the knowledge regarding the process of cognition. Therefore, the learners may use a variety of strategies, including planning strategy, monitoring strategy, adjusting targets to direct the reading process. This research will be carried out to prove the truth of this idea. The subjects are divided into two groups, that is, the experimental group and the control group.After a period of training, the researcher drew a conclusion that the experimental group improve their skills and scores significantly by way of using metacognitive strategies. It is proved that metacognitive strategies do help the senior high students’ reading comprehension abilities.In this paper, the author combines the metacognitive strategies and some related research of metacognitive strategies both at home and abroad, and establishes the framework of research. The researcher chooses110students from an ordinary high school to make a survey of metacognitive strategy use. The writer also analyzes the interview of the students and teachers to present the overall situation of metacognitive strategy use and its necessary function. The survey results show that:(1) High school students know little about metacognitive strategy knowledge and the ability of applying metacognitive strategy level is weak.(2)The teacher feels conspicuously hat the students in the experimental group after training behaves more impressive and much better than the control group.(3) In the process of practical English teaching, some student’s metacognitive strategy and specific reading skills is easy to confuse and also the teachers teaching methods have great influence on the students reading strategies. At last, in view of the research results, the author gives some enlightenment and suggestions in the final conclusion of this paper. That is to say, we hope the students and teachers can strengthen their awareness of metacognitive strategy, apply it into the process of classroom learning and teaching, set up the objective consciousness, and guide the students to read the reading materials more effectively for planning, monitoring, evaluation and reflection. Through a series of metacognitive strategy training to help students establish metacognitive strategy awareness, promote the use of metacognitive strategy, combine classroom teaching and extracurricular counselling, the combination of knowledge teaching and emotional cultivation method to make the students benefit from it and become the real owner of English learning.