A Study On The Application Of Metacognitive Strategies In The Teaching Of English Reading In Upper Elementary Grades

The English Curriculum Standards for Compulsory Education(2011 Edition)clearly emphasizes learning strategies as an important approach to developing students’ comprehensive English language skills.Among English learning strategies,the usefulness of metacognitive strategy theory in English reading has been widely confirmed.However,the research objects of English reading based on metacognitive strategies have been relatively single and uneven in proportion,mainly focusing on college students.The empirical studies on metacognitive strategy training are still rare.As an important part of English learning in elementary school,good reading ability is not only a necessary skill for elementary school students,but also a key requirement in English core literacy.In order to explore and investigate the utility and extent of metacognitive strategies in elementary English reading,this study investigated the application of metacognitive strategies in elementary English reading instruction in L elementary school in T city.By exploring the metacognitive strategies significance and value in elementary school,we aim to provide advice that can be used for research and teaching of English reading in elementary school.The study was conducted through a combination of questionnaire survey method and experimental method.The questionnaire survey method was used to study all students in two sixth grade classes in L elementary school in T city,aiming to understand the current situation of using metacognitive strategies in English reading among upper elementary school students.The experimental method mainly divided the two classes of students into experimental and control classes,hoping to investigate whether the English reading comprehension scores of students in the experimental classes could be effectively improved through metacognitive reading instruction training.The results found that: the overall level of moderate use,and the frequency of using monitoring strategies was relatively high,which indicated that students would actively monitor their behavior in the process of English reading,the teaching mode of metacognitive reading strategy training could effectively improve the level of English reading metacognitive strategies of the experimental class students,and the experimental class students’ metacognitive.The experimental students’ metacognitive strategies were significantly higher than the control class students’ metacognitive strategies.Although this study has achieved certain results,there are still shortcomings.For example,the sample size of the research subjects was small and did not achieve a largescale and extensive sampling.In terms of research methods,this study only used the more common methods such as questionnaires and experimental methods.However,in general,this study basically achieved the expected purpose,obtained more satisfactory results,and made some suggestions for improving students’ metacognitive strategies,as well as providing ideas for future research on the relationship between metacognitive strategies and reading ability.