The Application Of Metacognitive Strategies In English Reading Comprehension Of Senior High School

Metacognitive strategy is an important part of learning strategy.It is the planning,monitoring and evaluation of senior high school students' reading process comprehension.Reading comprehension is a process of thinking about reading materials.The significance of metacognitive strategies for English reading comprehension is that students have clear plans before reading comprehension.Meanwhile,students monitor the reading process to understand the reading materials.After reading,students evaluate and reflect on their reading results.In recent years,scholars have a tendency towards studying on the use of metacognitive strategies.Based on the research results of metacognitive strategies and English reading comprehension at home and abroad,this thesis studies the following three aspects under the guidance of cognitive learning theory and information processing theory: 1)What metacognitive strategies have been applied to reading comprehension at present in senior high school? 2)How can students be trained to master the metacognitive strategies in the senior high students' English reading comprehension? 3)What is the effect of applying metacognitive strategies on improving the senior high students' performance of English reading comprehension?In this study,two parallel classes of senior two in Chengdu XXX High School are selected as experimental and control classes to explore what effect of applying metacognitive strategies on the senior high students' performance of English reading comprehension is.Before the experiment,two classes were surveyed on the use of metacognitive strategies in English reading comprehension.At the same time,the reading comprehension scores of the mid-term exam were used as pretests.The frequency of using of metacognitive strategies in English reading comprehension between the two classes by analyzing was same.The questionnaire shows that the frequency of using metacognitive strategy was low,especially the monitoring strategy and evaluating strategy.After that,the experimental class was trained on the metacognitive strategies for 12 weeks.The teacher intentionally teaches the metacognitive strategy in class and the students used metacognitive strategies in reading comprehension.After the experiment,the two classes were surveyed again,and the final exam was as posttest.Through questionnaires and reading performance analysis,the frequency of using metacognitive strategies in the experimental class was significantly higher than that in the control class,but the frequencies of using planning strategies in the metacognitive strategies did not change significantly.There was a significant difference in English reading comprehension between the two classes,which shows that the use of metacognitive strategies can improve the English reading performance of high school students.At the end of the thesis,it summarizes the study results and discusses the limitations of this study.