An Empirical Study On Investigating The Correlation Between Metacognitive Strategies And Junior High School Students' Reading Achievement

In recent years,there are more and more researches on investigating students' use of metacognitive strategies in foreign language teaching.However,the specific relationship between the use of metacognitive strategies and junior high school students' English reading performance remains to be further explored.Therefore,the study on investigating the relationship between students' use of metacognitive strategies and their English reading performance are carried out by the author.It mainly studies the following three aspects :1.What is the overall level of students' use of the metacognitive strategies and the frequency distribution of each strategy used in English reading;2.What is the correlation between the students' use of metacognitive strategies and their English reading achievement;3.What are the specific characteristics of the metacognitive strategies used by high score students in English reading.In this study,questionnaires and interviews were used.The participants of the questionnaire survey method are students from six classes in grade three of a middle school in Tianjin.The subjects of the interview method are the top ten students with the highest scores in English reading.Through questionnaire survey and related data analysis,this study obtains the following results: first,junior high middle school students use the metacognitive strategies in the reading process,and the use level is medium.The use frequency of selective attention strategy and monitoring strategy is relatively high compared with other strategies.Second,there is a positive correlation between students' use ofmetacognitive strategies and English reading achievement.Third,according to the regression analysis,the correlation between planning strategy and English reading performance is the highest,followed by the selective attention strategy.Through interviews,the results of this study are as follows: high score students have a strong awareness of using planning strategy and selective attention strategy.In addition to,metacognitive strategy knowledge,they also use some other reading strategies to some extent.Finally,this thesis also gives some suggestions for English teaching and learning.On the one hand,teachers should strengthen their understanding of metacognitive strategies,focusing on cultivating students' initiative in reading.At the same time,teachers also should strengthen the training of students in using metacognitive strategies.On the other hand,students should establish the awareness of strategy and take the initiative to make reading plans and goals.Besides,they should learn other reading strategies.