A Study On Metacognitive Reading Strategies Based On Task-based Approach

It is extremely important to develop students’ ability of reading comprehension in the senior high school English teaching. Reading is one of the essential ways for people to learn English. Reading also accounts for a relatively greater part in all kinds of English tests. This study focuses on the suggestion of more valid reading strategies in English class for senior high students. In other words, the study tries to find out the combination of the way to teach for the teacher and the way to learn for the students aiming at improving the efficiency of reading class.Based on the theory of task-based approach and the theory of metacognitive strategies, the paper probes how to improve the efficiency of reading class according to two aspects. On the one hand, the way of teaching for the teacher takes the task-based approach, including pre-task, task circle and language focus. On the other hand, the way of learning for the students adopts metacognitive strategies, including planning, monitoring and evaluating. It is helpful to using the two ways in reading class to interact between teacher and students. The author designs the training of metacognitive reading strategies based on task-based approach for the senior students. The author puts the model into practice for a semester by education experiment method to prove the validity of the improvement of the students’ reading ability.After the experiment, the author finds out that the students improve their enthusiasm and initiative to study under the guidance of metacognitive strategies training which is combined with the teacher’s task-driven and that it is of great help to increase the efficiency of reading class. What is more, the students’awareness of metacognitive strategies has enhanced, which will help the students monitor their learning and adjust to the optimal state. In a word, the model used in English reading class in high school is feasible.