Comparative Studies Of Two Metacognitive Strategy Trainings In Junior Middle School English Reading Class

The reading ability of middle school students has always been one of the topics discussed by the academic community.The level of reading ability directly affects the overall English level of students.In the past studies,many researchers have chosen college students as samples,and found that the level of metacognitive strategy is one of the key factors that affect students' reading level,the metacognitive strategy knowledge of college students in China is very lacking.Metacognition is the cognition of cognition,that is,the conscious control of students' cognitive results and processes.In this process,students must actively monitor their reading process and adopt appropriate strategies to improve their reading level.There are few researches on Metacognitive Strategies of middle school students in China.Although some teachers and researchers have adopted metacognitive strategies training methods in the classroom,but the methods have not attracted the attention of most of teachers and students.In this study,74 students from two classes in a Chongqing's middle school were selected as the research objects.Through 16 weeks of teaching experiments and semi-structured interviews,the influence of metacognitive strategies on middle school students was explored.Specific research issues are as follows: 1)What is the junior middle school students' status quo about Metacognitive Strategies? 2)After metacognitive strategy training,does the reading level of students change significantly?3)At present,there are two widely used metacognitive strategy training methods in China,which one is more effective? How to apply it to reading teaching better? The results show that: 1)At present,the junior middle school students' level of Metacognitive Strategies is relatively low,80% of them have not been exposed to metacognitive strategies;2)After metacognitive training,according to the data,metacognitive strategies are helpful for the improvement of students' reading level;3)According to the comparative analysis of experimental data,the metacognitive strategy training method in the experimental class,that is,the strategy training method based onCohen and O'Malley's cognitive academic language learning method,can greatly improve students' reading level.To some extent,this study enriches the relevant research of metacognitive strategy training,promotes the understanding of metacognitive strategy training in China,and provides relevant references and suggestions for junior middle school English Reading Teaching in China,that is,teachers should enrich students' metacognitive strategy related knowledge,encourage them to set learning goals,plan learning process,teach them how to monitor reading more effectively and how to assess their performance after learning.