A Study On The Correlation Between The Use Of Metacognitive Strategies Of High School Students And Their Reading Ability

Reading skill is one of the four language skills that make up the comprehensive language ability of English,and it is an important part of English reading ability of senior high school students.How to improve students' English reading ability effectively is the important and difficult point in reading teaching,and good English reading ability is the skill that senior high school students must possess.English reading is an effective way to cultivate language sense,accumulate vocabulary,improve reading speed and writing level,and cultivate English comprehensive ability in an all-round way.It is also an important link in preparing for the English college entrance examination.Therefore,teachers and students pay more and more attention to the improvement of English reading ability.The concept of metacognition was first proposed by the famous American psychologist Flavell J.H.in 1976.That is,the ability of individuals to recognize and regulate their cognitive processes.It includes four categories:planning strategy,monitoring strategy,regulation strategy and evaluation strategy.The subject of these activities refers to other activities,not specific cognitive problems,and reading is a unique cognitive activity.Metacognitive strategies play an important role in reading.At present,the research in this field mainly focuses on college students or English majors,and lacks attention to middle school students.This study investigates the present situation of metacognitive strategies used by senior high school students in reading,and discusses the relationship between the use of metacognitive strategies and their reading ability.This survey is based on the research on metacognitive strategies at home and abroad,guided by constructivism and humanism theory,and through questionnaire survey,interview and thinking aloud were used to explore the influence of metacognitive strategies on reading ability of senior high school students.This paper mainly solves the following two problems: first,what is the status of metacognitive strategies used by students in senior high school English reading?Second,what is the relationship between the use of metacognitive strategies of senior high school students and their reading proficiency? If there is a correlation,which factors affect the correlation?Based on the questionnaire survey of 100 students in two classes of the first grade of the high school affiliated to QuFu Normal University,the preliminary data were obtained and the questionnaire results were analyzed.Then through interviews and thinking aloud,the differences between high level readers and low level readers in the use of metacognitive strategies are discussed in depth.The final conclusion is as follows:(1)in the process of high school English reading,students use metacognitive strategies.However,the overall frequency of metacognitivestrategy is not high,and the use of the overall strategy and the four sub-strategies is also low,among which the use of monitoring strategy is relatively high(frequency 2.87),and the other three strategies are all lower than the monitoring strategy,it indicates that students will actively monitor their own behavior in reading.(2)there is a positive correlation between high school English reading ability and metacognitive strategy,that is,students with higher reading level use metacognitive strategy more times.On the contrary,the lower the Students' reading proficiency,the less metacognitive they uesd.Therefore,studies have shown that it is necessary to consciously cultivate metacognitive strategies of senior middle school.(3)the author found that the pertinence both metacognitive strategies and reading ability is also affected by students' reading habits,reading goals,reading level and the frequency of metacognitive strategies.This paper mainly studies the use of metacognitive strategies in high school English high and low level readers.Although some achievements have been achieved,there are still some deficiencies.For example,the sample size of the subjects was small and did not achieve extensive sampling.The research method only selected more commonly used questionnaire survey,interview and thinking aloud.However,in general,this study has basically achieved the expected goals and achieved satisfactory results,which provides useful suggestions for the cultivation of metacognitive strategies in reading.At the same time,it provides an example for future research on the relationship between metacognitive strategies and reading ability.