A Study On English Reading Strategy Meta-cognitive Awareness Of Senior High School Students

For most English learners,reading is almost thought as one of the effective means to learn English.English reading is quite important for English learners.Especially for the Chinese Senior High School Students to take part in the College Entrance Examination,because the part of reading comprehension takes up to 40 points in the whole examination paper.But reading is also a disadvantage for most students at the same time.It is practical and useful to do some research on English reading process in order to improve students' reading efficiency.Readers' reading strategies have been paid more and more attention in the second language reading process.Nowadays,the learners' different recognition of meta-cognitive awareness in second language acquisition offers new aspect to reading study.Some researches have found that meta-cognitive awareness of reading strategies has obvious effect on reading results.Since most of the research based on observation and experiments in reading strategies meta-cognitive awareness is made in the study environments outside China,therefore,it is necessary and important to do English reading research in China study environment.Through detail discussion and analysis of the theory of reading and meta-cognition,my study makes a primary experiment into the state of Chinese Senior High School Students' meta-cognitive awareness of their reading strategies.Meanwhile,the author tries to explore the relationship between meta-cognitive awareness of reading strategies and reading comprehension results through English tests,questionnaire and interviews among Senior High School students.My investigation proves that: the students' meta-cognitive awareness of their English reading strategies is not balanced;significant relationship exists between subjects' meta-cognitive awareness and their marks of the reading tests and College Entrance Examination scores respectively;meta-cognitive awareness has positive effect to students' reading comprehension;there are obvious differences of meta-cognitive awareness of English reading strategies used among different English level students.In a conclusion,this paper presents the current state of meta-cognitive awareness of some Chinese Senior High School Students when they use reading strategies to deal with their reading materials and proves that there is positive relationship between students' meta-cognitive awareness level and their English reading efficiency.The investigation reveals that teachers should try their best to know their students' meta-cognitive awareness situations of English reading strategies to improve their students' reading efficiency,and provide their students helpful guidance for tackling their English reading in a considerate manner by using effective English reading strategies.