The Effects Of Pre-reading Activities Based On Metacognition On Senior High School Students' English Reading Comprehension

In our country,reading is one of the most important parts in English teaching and learning in senior high school.As the first step of reading,pre-reading plays an important role in English teaching.As we all know,language learners can be well-prepared by joining effective pre-reading activities.Furthermore,pre-reading activities are increasingly noticed and attached more importance with the implementation of the New Curriculum Standard(2017)and deepening of the curriculum reform.Thus the effects of pre-reading activities are worth researching.By now,numerous researchers both abroad and at home have studied on pre-reading activities focusing on the empirical study on the influence of pre-reading activities on learners' reading comprehension.Few studies were conducted to investigate the influence of particular theory on pre-reading activities.This thesis aims to investigate the practical situation of pre-reading activities and the influence of metacognition-guiding pre-reading activities on learners' reading comprehension with class observation,interview and test as research instruments.There are 80 students and six English reading classes in Longquan Middle school as subjects.The author is trying to study the following questions:(1)What kinds of pre-reading activities have been designed in these classes? Are these pre-reading activities designed based on metacognition?(2)According to test,what are the difference of results between the control group and the experimental group after they take different pre-reading activities?(3)What are the significant effects of metacognition on pre-reading activities for English learners in senior high school?The author observed all the six English classes,and interviewed the teachers and students after class in order to know the situation about the application of metacognition in English reading classes.Besides,two parallel classes in senior one are treated as objectives to show the influence of metacognition on reading comprehension.Through the class observation,interview and test,the author found(1)The purposes of pre-reading activities are still limited to attracting learners' interest and broadening their eyesight.Students' knowledge of metacognition is not enriched at a fast speed and ability of metacognition is not improved quickly.(2)The students who joined the metacognition-guiding pre-reading class did a better job than those in the control group.(3)Based on the results of interview and test,pre-reading activities guided by metacognitive theory do have a positive impact on students' ability of reading comprehension.With the help of the metacognition,students can activate their background knowledge and reading strategies when they read.And they can also improve their ability of self-evaluation,self-monitoring and self-questioning.