| English reading is an important aspect of basic foreign language skills.How to improve students' reading ability is an important topic for English teachers and researchers.Most of the researches on English meta-cognitive strategies have been carried out in universities and senior high schools at home and abroad.At present,some studies have combined meta-cognitive strategies with English reading in junior high schools.Most of the studies mainly use the meta-cognitive strategy training model to compare the use of strategies before and after the experiment.A few studies are involved with junior high school students' meta-cognitive strategies in English reading.However,it is still to be studied whether the rural junior high school students are suitable.This thesis studies the following three aspects: 1.What reading strategies do rural junior high school students use in English reading? Do they use meta-cognitive strategies consciously or unconsciously in reading? 2.Can meta-cognitive strategies effectively improve the English reading proficiency of rural junior high school students? 3.How can meta-cognitive strategies be used to improve students' English reading proficiency in rural junior high school English reading teaching?In this study,94 students from two classes in grade 8 in Gaoqing No.5 Middle School were selected as the subjects and a 12-week training about meta-cognitive strategies for English reading was conducted in the experimental class.The research questions are mainly solved by three research methods: questionnaire survey,English reading test and interview.First of all,through a questionnaire survey of students before training,we can learn the current level of using meta-cognitive strategies in English reading.After that,the pre-test of reading was carried out in the two classes,mainly using the English test of Senior High School Entrance Examination of Zibo in 2017.Then the students in the experimental class and the control class were given normal English reading teaching,and the students in the experimental class were added with meta-cognitive strategy training.Then after the strategy training,students' reading ability was tested with the English reading comprehension,which is intercepted from Senior High School Entrance Examination of Zibo in 2018.And the reading scores of the two classes were compared to understand the changes in English reading comprehension after the strategy training.Finally,teachers were interviewed of their understanding of meta-cognitive strategies and the usage in classroom.After that,the author used Office Excel 2010 and IBM SPSS Statistics 20.0 software to carry out data analysis.The conclusions of this study are as follows: 1.Students seldom use meta-cognitive strategies in English reading before meta-cognitive strategy training.They only use a few selective strategies related to examination.2.After meta-cognitive strategy training,students' ability of using meta-cognitive strategy in English reading has improved significantly.The students' English reading scores improved significantly.That shows that the application of meta-cognitive strategies in teaching English reading in rural junior high schools can improve students' English reading comprehension scores.3.Teachers should consciously explain the role of meta-cognitive strategies to students in reading teaching to formulate corresponding learning strategies according to their cognitive characteristics;Teacher should guide students to determine reading goals and formulate reading plans so that students' goal awareness can be enhanced;Teachers should also help students self-monitor the reading process by guiding them to think about themselves;Teachers should establish an open and relaxed evaluation atmosphere to develop their self-evaluation ability by making self-evaluation forms every week.At last,on the basis of the research findings,this study presents the research limitations,pedagogical implications and suggestions for future research. |
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