The Application Of The Meta-Cognitive Strategy In The English Reading In Junior High School

Reading plays an important role in Junior High School during the English learning process.The New English Curriculum for Junior Students(2011)asks for cultivating students' English reading ability and mastering reading skills well.So in Junior High School stage,reading is important to both the teachers and the students.However,in the reading process,the students have too much trouble.One of the main reasons is lack of good English reading habits and strategies.The article is aimed at the current situations of students' reading learning and based on plenty of research results about English reading.It leads meta-cognitive strategy into the English reading in Junior High school and researches the relationship between meta-cognitive strategy and English reading deeply.The article tries to find out the ways to improve the students' reading ability and English grades.The article is researched that if the meta-cognitive strategy in English reading can arouse the English learning interest and improve the English reading ability of junior students.The author chooses two classes from No.4 Junior High School in Baishan,Jilin Province as the research objects and uses three research methods.They are questionnaire,pre-test,post-test and interview.Through collecting and analyzing the data of the research,we can summarize that it is significant to use the meta-cognitive strategy in English reading.And the use of meta-cognitive strategy can improve the students' English learning interest and reading ability.This thesis is divided into five chapters.The first chapter is the introduction part,detailing the background,purpose and significance of this study and the research framework of the dissertation.The second chapter summarizes the literature,mainly reviews the definition,classification,reading definition and mode of metacognitive strategy,expounds the current situation of research on metacognitive strategy and English reading theory at home and abroad,introduces the current situation of junior high school reading and junior high school reading element Cognition.The third chapter is the research method of applying the present situation of metacognitive strategy in junior high school English reading teaching,and introduces in detail the methods,objects,tools and processes of the thesis research.The fourth chapter is about the application of metacognitive strategy in the reading teaching of junior high school,the collection and analysis of the research data,the data analysis of the questionnaire before and after the research,the data analysis of the test before and after the study,the interview results and the analysis finishing.Then,the results of the study are reviewed and discussed.The last chapter is the conclusion part of this article.This chapter summarizes the limitations and practicality of applying metacognitive strategies in English reading teaching.Finally,according to this study,some suggestions are given for the teachers to apply metacognitive strategies in reading lessons in the future.