Effect Of Different Metacognitive Strategy Training On High School Student’s English Reading Ability

The implement of New English Curriculum Standard for Senior High School makes itincreasingly necessary to apply learning strategy to English teaching. On the basis of currentfindings of metacognitive strategy research, this thesis reports a comparative experimentalstudy on metacognitive strategies in English reading. The study was carried out to train seniorhigh school English learners’ use of metacognitive strategy in reading by explicit and implicitmethods. The purpose is to find whether the two methods can result in significant differencesin student’s use of metacognitive strategies and English reading achievement, so that Englishteachers can make wise decisions in their reading classes of training metacognitive strategies.Meanwhile, senior high school English learners are also expected to realize the importance ofusing metacognitive strategies to improve their English reading ability.The participants included the high school students from two natural classes, which wererandomly chosen among the13classes in Grade One. Questionnaires and tests were used togather data before training and after training. And the specific research questions are asfollows:1) Before training, what is the present situation of students’ metacognitive strategiesuse in English reading?2) Compared with implicit instruction, can the explicit instructionsignificantly improve students’ use of metacognitive strategies in their English reading? Andis there any significant difference in the use of individual metacognitive strategy?3)Compared with implicit instruction, can the explicit instruction significantly improvestudents’ English reading ability?The findings are as follows:1) Before training, these English learners’ awareness ofusing metacognitive strategies is not strong and they are not active in the use of metacognitivestrategies in their reading.2) By training with two different methods, the two groups do havesignificant difference in the use of metacognitive strategies. And the explicit group is moreeffective than the implicit group in the use of metacognitive strategy.3) Compared with the implicit group, the explicit group show more significant growth in reading scores. Based onthe findings, this study put forward some suggestions on future English reading teaching.