On frequently-used cognitive and metacognitive reading strategies of English in senior high school

Analysis on Cognitive and Meta-cognitive English Reading Strategies in Senior High School

By Li Ying

In partial fulfillment of the requirement

For the B. A. degree

Department of English

School of Languages and Cultures

Nanjing University of Information Science amp; Technology

May, 2017

Acknowledgments

First of all, I’d like to express my deep gratitude to my supervisor—Professor Xiong Mingli, for her instructive guidance and professional suggestions to this paper. She helped me overcome many difficulties and barriers in writing, and I benefit a lot from her advice.

Second, I am also very grateful to all scholars whose articles are used for reference in my paper. Without their inspiration and former researches, I can’t finish my paper.

Last but not least, I also have to say thank you to my friends, who accompanied me for this tough period of time to accomplish my paper. They helped me search for some materials in library, gave me many useful suggestions and encouragements, and enhanced my confidence.

Contents

Abstract 1

1. Introduction 2

1.1 Background 2

1.2 Significance and aims of the paper 3

2. Literature Review 3

2.1 The definition of reading strategies 3

2.2 The classification of reading strategies 4

2.3 Relevant research 5

3. Frequently-used reading strategies in senior high school and usages 7

3.1 Cognitive reading strategies 7

3.2 Metacognitive reading strategies 10

1. Ways to enhance students' reading ability by improving reading strategies 12

4.1 Enhancing context awareness 12

4.2 Being aware of the importance of background 12

4.3 Improving reading habits 13

4.4 Paying attention to affective factors 13

4.5 Cultivating students' awareness of cooperation 13

5. Conclusion 14

References 15

Analysis on Cognitive and Meta-cognitive English Reading Strategies in Senior High School

Li Ying

Department of English

School of Languages and Cultures

Nanjing University of Information Science amp; Technology

Abstract: Reading, occupying a large proportion in almost all kinds of English tests, plays an important role in students’ English grades. So it is an urgent task for both senior high school students and teachers to improve students’ English reading ability to get good grades in college entrance examination. The previous old ideas and methods of teaching and learning have to be changed. We have to pay more attention to reading strategies, which can help the increase of students’ reading ability. This paper makes a brief introduction of reading strategies, including the definition, classification, background and significance of relevant research and analyze the frequently-used cognitive and meta-cognitive reading strategies in senior high school, aiming to help students realize the importance of reading strategies’ effect on developing reading ability, and offers some suggestions on how to enhance high school students’ reading ability by improving the teaching of reading strategies.

Key words: reading strategies; cognitive strategies; meta-cognitive strategies; senior high school English

摘要：阅读在各种英语考试中都占据着很大比重，对学生们的英语成绩起着至关重要的作用。对于高中学生和教师来说，提高学生们的阅读能力以在高考中取得好成绩迫在眉睫。我们必须改变以往陈旧的教学和学习理念、方法，加强对阅读策略的重视，提高学生们的阅读水平。本论文简要介绍阅读策略的定义、分类以及相关研究的背景意义等内容，并对高中学生常用的认知和元认知阅读策略进行分析，旨在帮助学生认识到阅读策略在培养阅读能力方面的重要作用，并针对如何通过改善阅读策略教学加强高中生的阅读能力提出建议。

关键词：阅读策略；认知策略；元认知策略；高中英语

1. Introduction

1.1 Background

Reading is a major way to obtain information and knowledge in nowadays society of information, and it is also the basis of listening, speaking, writing and translating as students can enrich vocabulary, analyze grammatical structure or cultivate their interests during the process. The new ordinary high school English curriculum standard has put forward higher requirements on reading comprehension for senior high school students, such as “students can understand English articles in general subjects”, “students should be able to guess the meaning of words and sentences according to context, and to understand long difficult sentences by analyzing sentences’ structure”, and “students can read English textbooks and newspapers and periodicals with dictionaries, grasp the main idea, understand relevant facts and details, and can understand common practical writing in daily life”. (Dong, 2009) On account of the ever increasing requirements both of curriculum standard and college entrance examination, in the volume and speeding of reading, more researches have been conducted on this issue. (Tang, 2012:117) It is found that reading strategies training can help improve students’ reading efficiency. So it is high time teachers introduced reading strategies teaching and students learned to make use of reading strategies at the time of reading.

But at present, the development of English reading curriculum in senior high school is unsatisfactory. Both teachers and students emphasize mostly on imparting or gaining knowledge, such as enlarging vocabulary and perfect grammar application, but ignore the training of reading strategies, leading to reading difficulty in different types of reading materials. Students have little interest in reading and are poor in language comprehensive practice. It is hard for students to develop an awareness of reading strategies, and at the same time, teachers neglect the guidance on it, resulting in a low frequency of strategies usage. Most students have no idea about reading strategies, while the others who know something about it are not able to apply the knowledge flexibly. Some high schools have noticed the importance of reading strategies, but their training in this area is still full of loopholes, confining to a uniform standard and lacking specific guidance. Students are not exposed to the knowledge of reading strategies or they are taught rigid reading strategies in cramming system, where they learn only to know not how to use.

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