A Study On Meta-cognitive Strategy Training In English Reading Teaching Of Junior High School

Reading plays an important role in English learning process in junior high school,because students' reading ability has a great influence on their scores and their own language development.And the New English curriculum for junior students asks for cultivating students' English reading ability,mastering reading skills well.As a result,reading teaching at junior high school stage is of great importance to teachers and students.However,teachers and students are having too much trouble in reading teaching and reading learning which are difficult to solve.According to the current situations of students' reading learning such as lack of willingness to read,having no plan,lack of self-reflection and so on,this study which is based on relative theories and the research on the relationship between meta-cognitive strategy and English reading abroad and at home,applies meta-cognitive strategy to English reading teaching in junior high school and explores the related knowledge on meta-cognitive strategy and the relationship between meta-cognitive strategies and reading.The purpose is to study the effectiveness of meta-cognitive strategy training in English reading teaching of junior high school.Two questions are going to be studied.(1)Can meta-cognitive strategy training stimulate junior high school students' English learning interest?(2)Can meta-cognitive strategy training in English reading teaching improve junior high school students' reading proficiency?The author selected two parallel classes of Baishan No.4 junior high school to do the experiment,and uses three research methods which include questionnaire method,pre-test and post-test method,interview method.The experimental class included meta-cognitive strategy training in English reading teaching,while the control class included reading teaching method that is traditional.The purpose of questionnaire method and interview method is to know the students' understanding of meta-cognitive strategy before and after the experiment,as well as the views and evaluations of meta-cognitive strategy in reading teaching.Through the results of statistics and analysis,the author found the experimental class made more scoring gains than that of the control class.The students' reading ability in experimental class have improved.Besides,the interview after training showed that students had a better understanding of meta-cognitive strategy and greater interest were aroused in learning English.This proved that meta-cognitive strategy training in English reading teaching can not only stimulate junior high school students' English learning interest but also improve their reading proficiency and awareness of meta-cognitive strategy.The study results have the following implications for English reading teaching in junior high school:First,teachers should make students realize the importance of reading learning,changing their traditional points.Second,teachers guide students in using meta-cognitive strategy in the reading process,and teach them how to apply planning strategy,regulating strategy,monitoring strategy and evaluating strategy to stimulate junior high school students'English learning interest,improve their reading ability and develop their awareness of meta-cognitive strategy.Because of the limitations and inadequacy of the author's theoretical and teaching-level in practical teaching,this study needs to be improved and further developed in the future to make meta-cognitive strategy more effective in reading teaching.