| During the foreign language-learning, reading comprehension plays an important role of the four basic learning skills. It is not only one of the standards to evaluate (the) whether the proficiency of English comprehension is high. In the1970s, Flavell put forward the concept the meta-cognitive, which could stimulate many of the researchers to do the research. And it is also a heated topic in the fields of psychology, pedagogic, and linguistics. Accomplishing the reading task, the reader need combine their knowledge with textual knowledge in the process of the planning, monitoring and evaluating. During the process, Only the readers actively can plan, regulate and evaluate as well as adopt proper strategies can they tackle the reading problems efficiently. Therefore, meta-cognition plays an important role in accomplishing the reading comprehension for those English learners.Through one year teaching experience for college students majoring in Art for nationalities, the author finds out that the proficiency of English of Art major students has the common character that is poor in basic skills, low activity and bad attitude, etc. Furthermore, most of them in English learning have no plans, and they even do not know how to learn effectively. Some of the results are concluded by the factor that is loss of the effective strategies, such as, meta-cognitive strategies and other learning strategies. Therefore, according to the condition, the author bases on the meta-cognitive theory and take the two classes students majoring Art in Art college in Grade2012of Northwest University for Nationalities for example. And the author conducted the meta-cognitive strategies training on them and the training content includes planning, monitoring and evaluating strategies. Meanwhile, through the training program, some of the questions will be asked and answered:1) Can the implication of the Meta-cognitive strategy training improve the attitude toward English reading comprehension of Art major students in Nationalities?2) Can the implication of the meta-cognitive strategies improve the proficiency of English learning comprehension of Art major students in Nationalities? During the research, the author also adopts the questionnaire and reading test to get the data, which are analyzed by the SPSS.17.0. Seventy-five students majoring Art participate in the experiment. After the comparison between the T-test and paired sample test of the pre-experiment questionnaire and post-experiment questionnaire, it indicates that the meta-cognitive awareness and learning attitude of EC and CC have improved a lot, but as for the comparison between the EC and CC, their awareness meta-cognitive strategies have no significant differences. Then these students are required to have the reading test. The comparison between the T-test and Paired sample test has proved that the English reading comprehension proficiency of EC and CC have made big progress individually. However, the comparison between the EC and CC shows that they have no significant changes.Accordingly, the author can conclude that meta-cognitive strategies have no significant differences for improving the English reading comprehension of Art major students of Northwest University for Nationalities. As for the above conclusion, we can indicate that meta-cognitive strategies are supposed to add to the class for Art major students little by little, because most of them are unsuccessful English learners. Of course, the author suggests that teacher may teach a small part of students how to use the meta-cognitive strategies, but the teacher should make sure that the proficiency of English reading comprehension of these small part of students is best of the class. At last, the thesis talks about the reason why meta-cognitive strategies have no significant differences for Art major students of Northwest University for Nationalities. Then the author also gives the limitations and suggestions for further study. |
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