A Study On The Application Of Metacognitive Strategies In Senior High English Reading Teaching

The key to successful English reading is to arouse students' initiative in reading so that students can have good interaction with reading materials.Metacognitive strategy theory advocates better language learning plan,monitoring learning process and evaluating learning results in language acquisition,its theory needs further scientific guidance to serve practice.Take the current situation of senior high school English reading teaching as foundation,this study is based on the typical cases of metacognitive strategies teaching in senior high school English reading,following the thinking characteristics of senior high school students in English reading,and selecting four core metacognitive strategies: planning strategy,attention strategy,monitoring strategy and evaluation strategy.Exploring the value and significance of metacognitive strategies and teaching enlightenment,so as to promoting the research of senior high school English teaching.This study attempts to solve two problems:(1)What are the differences in the frequency of metacognitive strategies used in senior high school reading teaching?(2)What is the reading effect of metacognitive strategy in senior high school English reading teaching? From the perspective of senior high school English reading teaching,this study analyses relevant theoretical concepts,discriminates the practices of language acquisition by scientific reading strategies and serves the objective reality,strengthen links between metacognitive strategies and reading teaching.On the basis of English reading strategy instruction,selected two classes of the South of the city middle school in Loudi,100 students as the research object,to carry out one-semester metacognitive strategy in English reading class teaching experiment.Collected data by means of metacognitive measurement scale,test question survey,interview,SPSS software,etc.This paper is a research on the application of metacognitive strategies in English reading teaching in senior high schools.Through the analysis of data,some conclusions are drawn:(1)There are obvious differences in English reading results of senior high school students after metacognitive strategy training.The frequency of metacognitive strategies used by senior high school students affects English reading results.(2)The frequency of metacognitive strategies used by high school students varies different degree.the strongest is the attention strategy,the second is the planning strategy,and the weakest is the evaluation strategy.(3)Attention strategy training is generally effective to improve students' reading ability,monitoring strategy training is more effective to high level of students' reading.