Abstract：Reading, as one of the necessary skills of language learning, is an active process to acquire information and learn new knowledge. Therefore, reading teaching is an important and challenging part of junior English class. As many students have no awareness of the effect of reading strategies and need effective way to improve their ability of reading comprehension, the research studies on the effect of metacognitive strategies training on reading comprehension.
To explore the status quo of junior high school students’ use of metacognitive strategies for reading and the prospect of metacognitive strategies in facilitating their English reading, the researcher has proposed the following research questions: 1) What metacognitive strategies do Grade 8 students mainly employ for reading comprehension? 2) What effect does metacognitive strategy training have on grade 8 students’ reading comprehension performance? Does it correlate to students’ different reading proficiency?
To discuss these two questions, the researcher mainly uses the experimental method. After analyzing the data of questionnaire and two tests, the researcher has the following main findings: 1) the overall use of metacognitive strategies by junior high school students in Grade 8 reaches the medium level. The use frequency of planning strategies and evaluation strategies is less than the use frequency of monitoring strategies; 2) the results of experiment show that the experimental group do better than the control group, which suggests that metacognitive strategy training has positive effect on junior high school students; 3) the impact of metacognitive strategy training has no significant correlation with students’ basic reading comprehension proficiency. And it shows the metacognitive strategy is suitable to be used by all students with variable reading proficiency.
The findings of this research have some suggestion for reading teaching in junior high school. Teachers are supposed to attach importance to the metacognitive strategy training. They should arouse students’ metacognitive awareness and enrich the knowledge of reading strategies. The metacognitive strategies need to be constantly cultivated and frequently used during the reading process.
Key words: metacognitive strategy; English reading of junior high school; metacognitive strategy training
摘 要：作为语言学习中的一项基本技能，阅读是获取信息和学习知识的积极过程。因此，在初中英语教学中，阅读教学的重要性和困难程度可见一斑。基于许多学生缺乏对阅读策略的认知，需要提高阅读能力，本文旨在研究元认知策略训练对初中英语阅读的影响。
为探讨初中生元认知阅读策略的现状及元认知策略对英语阅读的作用，研究者提出以下问题：1）初二学生在英语阅读中主要使用哪些元认知策略？2）元认知策略训练对初二学生的英语阅读理解成绩有何影响？它与学生的阅读水平有关吗？
本文主要采用实验法来研究以上两个问题。根据问卷调查和两次测试的结果，得出以下结论：1）初二学生对元认知策略的总体使用水平达到中等。其中计划策略和评价策略的使用频率低于监控策略的使用频率；2）元认知策略训练有助于提高初二学生英语阅读理解成绩。经过训练的实验组的成绩优于对照组，这表明元认知策略训练对初二学生的阅读成绩有积极影响；3）元认知策略的使用效果不受学生阅读能力的高低影响。
本研究对于初中英语阅读教学有以下启示。教师应该重视学生元认知策略的培训，致力于提高学生的元认知意识，丰富学生阅读策略知识，并长期培养学生在阅读过程中使用元认知阅读策略的能力。
关键词：元认知策略；初中英语阅读；元认知策略培训 元认知策略在初中英语阅读教学中的应用研究:http://www.chuibin.com/yingyu/lunwen_205884.html