A Survey Of Metacognitive Strategy In Junior High School Students' English Reading

Since the 1970 s,many western psychologists and applied linguists have paid attention to individual differences of learners gradually.One of critical areas is the study of second language learning strategies.The metacognitive strategy is generally regarded as a kind of essential learning strategy by many scholars.It is found that the use of the metacognitive strategy is positively related to learners' language learning achievements,and excellent language learners are good at using the metacognitive strategy to improve their level of language learning.Therefore,based on Triarchic Theory of Intelligence and Active Control of Thought Model,the study investigates the use of the metacognitive strategy in English reading of junior high school students.In this study,289 students and 9 English teachers in Xi'an Foreign Language School participated in the questionnaire survey and the interview.The study intends to investigate the current situation of students' use of the metacognitive strategy in their English reading,correlations between the use of the metacognitive strategy and their English reading achievements.Results show that: 1)The use of the metacognitive strategy as well as its four dimensional strategies are all at the medium frequency;2)The most frequently used dimension is the selective attention strategy,followed by the monitoring strategy,the least frequently used being the planning strategy and the evaluation strategy;3)In all strategies,two of the selective attention strategy belong to the high frequency while the rest of them are at the medium frequency;4)There are no significant differences in the use of the metacognitive strategy as well as its four dimensional strategies in gender.In grade,there are significant differences in the useof the planning strategy between Grade 7 and Grade 9,and between Grade 8 and Grade 9;there are significant differences in the use of the selective attention strategy between Grade 7 and Grade 8.Except for that,there are no significant differences in the use of the metacognitive strategy as well as other dimensions in grade;5)The metacognitive strategy and its four dimensional strategies are significantly correlated with subjects' English reading scores though positive correlations between them are weak.Among them,the selective attention strategy is most correlated while the monitoring strategy is least correlated.The study puts forward some suggestions for English teachers and students to use the metacognitive strategy in English reading.Suggestions as follows: English teachers and students promote awareness and accumulate knowledge of the metacognitive strategy;English teachers carry out training of the metacognitive strategy;English teachers cultivate students to use the planning strategy and the evaluation strategy more frequently in English reading.