The Training And Application Of Meta-cognitive Strategy In Depth Reading Of CET4

On the basis of the previous studies, this paper further discusses the following three questions:(1) How is meta-cognitive strategy used in depth reading of CET4?(2) Whether can the meta-cognitive strategy level be improved through training? What aspects can be obviously improved?(3) What types of meta-cognitive strategy can more directly affect students' scores of depth reading of CET 4?In order to complete this topic research, the author has chosen two undergraduate accounting classes which are taught by the author as the experimental subjects. Class A is randomly determined as an experimental class, Class B as a control class. After 18- week meta-cognitive strategy training, the author has received the following conclusions from the students' questionnaires, the students' test scores and individual interviews:First, before the experiment, the students in the experimental class and control class are not good at using the four dimensions of meta-cognitive strategy; especially meta-cognitive planning strategy and evaluating strategy are low frequently used.Second, after 18- week meta-cognitive strategy training, the students in experimental class have obvious improvement on using frequency of meta-cognitive strategy; in particular, they can high frequently use meta-cognitive planning strategy and meta-cognitive evaluating strategy.Third, through the comparative analysis, the author finds that the students in experimental class have made great progress on depth reading scores after 18- week meta-cognitive strategy training, but the students in control class have no obvious improvement.Fourth, through investigating and interviewing the group of high scores and the group of low scores, the author finds that the former can high frequently use meta-cognitive strategy; especially the use of monitoring strategy is high frequency. Therefore, it is easy to see, the usage of college students' meta-cognitive strategy directly impacts on depth reading scores of non-English major students.In this study, the author has some inspirations:Firstly, English teachers should strengthen the meta-cognitive strategy theory knowledge learning in order to improve the quality of reading teaching.Secondly, English teachers should create meta-cognitive strategy environment to improve students' meta-cognitive strategy awareness.Finally, English teachers should permeate meta-cognitive strategy training into daily English reading teaching.