The Influence Of Mind Mapping On Senior High School Students' Metacomprehension Monitoring Ability In English Reading

Reading metacomprehension refers to readers' monitoring and regulation of their own reading process.Accurate monitoring can produce effective regulation,which is conducive to improve readers' reading ability.However,in the related research on metacomprehension,readers' metacomprehension monitoring accuracy is quite low,which even hinders the development of readers' reading ability.Therefore,scholars in this field have made various discussions on how to improve readers' metacomprehension monitoring accuracy,for example,exploring reading methods beneficial to improve readers' metacomprehension monitoring ability.Nevertheless,most of the relevant studies at home were based on native language reading,and the existed small amount of metacomprehension studies in foreign language reading only focused on college students.Namely,the research on the current level of middle school students' metacomprehension monitoring ability in English reading and how to improve it is quite limited at home.In addition,the importance of mind mapping cannot be neglected in middle school English learning,but how it affects students' English reading metacomprehension monitoring ability remains uncertain,which deserves further exploration.In this study,122 students from two classes of senior one were selected as the participants.With thirteen weeks of teaching experiment and semi-structured interview,it aims to explore the influence of mind mapping on senior high school students' metacomprehension monitoring ability in English reading.The specific research questions are: 1.What is the current level of senior high school students' metacomprehension monitoring ability in English reading? 2.What is the influence of mind mapping on senior high school students' metacomprehension monitoring ability in English reading? And it further explores:(1)Are there any differences in theinfluence of mind mapping on senior high school students' metacomprehension monitoring ability in answering different types of standardized test questions? If yes,what's the difference?(2)Is there gender difference in the influence of mind mapping on senior high school students' metacomprehension monitoring ability?The results show that: 1.Senior high school students' metacomprehension monitoring ability in English reading is generally low at present;and there is significant difference of this ability in answering different types of standardized test questions;in addition,there is no significant gender difference in senior high school students' metacomprehension monitoring ability in English reading.2.Mind mapping can significantly improve senior high school students' metacomprehension monitoring ability.(1)There are some differences in the influence of mind mapping on senior high school students' metacomprehension monitoring ability in answering different types of standardized test questions.Specifically,mind mapping can significantly improve senior high school students' metacomprehension monitoring ability in answering comprehension-based questions,but cannot in answering memory-based questions;(2)There is no gender difference in the influence of mind mapping on senior high school students' metacomprehension monitoring ability.This study enriches the related researches on metacomprehension monitoring to a certain extent,further promotes the understanding of the metacomprehension monitoring ability of senior high school students in English reading,and provides reference and suggestions for senior high school English reading teaching in China.In other words,teachers should pay attention to the cultivation of senior high school students' metacomprehension monitoring ability,and integrate various reading methods and tools into the teaching process,so as to develop students' ability to choose different reading methods and tools according to different reading tasks.