英语论文网

本文是一篇英语教学法论文，本研究以沈阳市某初中二年级一个班的40名学生为研究对象。研究者运用问卷、测试和访谈对学生进行两轮行动研究，为期三个月。每一轮行动研究都按照确认问题——制定行动计划——实施行动计划——反思和评价的步骤进行。最后，研究者运用SPSS 26.0对两轮行动研究过程中收集的数据进行分析。

Chapter 1 Introduction

1.1 Background of the Study

English reading ability lays a solid foundation for developing other threelanguage skills and improving English reading ability is the top priority of Englishreading teaching in a junior high school.First of all,the importance of Englishreading ability is directly reflected in the proportion of English readingcomprehension,which accounts for about 25 percent in test papers.Secondly,Englishreading ability is capable of improving students’key competencies of English subject.English Curriculum Standard for Compulsory Education(2022)proposes the conceptof key competencies of English subject.Among them,language ability as thefundamental element of key competencies is beneficial in cultivating students’cultural awareness,thinking quality as well as learning ability.And English readingability is the core element of language ability.Consequently,students’keycompetencies of English subject can be developed through improving their Englishreading ability.Therefore,it is significant for the teacher to find an effective methodto improve junior high school students’English reading ability.

The purpose of reading teaching is to cultivate students’reading strategies,especially for cultivating students’ability to acquire and process information.(ChengXiaotang,2002)English Curriculum Standard for Compulsory Education(2022)alsomentions that students should be able to use reading strategies to obtain informationaccording to different purposes.It is found that in practical English reading teaching,the teacher still focuses on examination-oriented teaching and ignore to cultivatestudents’reading strategies.Students depend too much on teachers’explanation andregard reading as a process of passively receiving information.When there are manynew words or phrases,they do not actively use reading strategies to understand thembut wait for teachers to explain them.Therefore,reading tasks are usually completedby teachers,which causes students to lack independent learning ability.

1.2 Significance of the Study

Significance of the study is mainly illustrated from four aspects.

First of all,this study is conducive to students’learning process.In terms ofEnglish reading,students are able to consciously and effectively regulate their readingprocess through utilizing meta-cognitive strategies.To be specific,they are able toplan before reading,monitor while reading and evaluate after reading.In this way,students can form a good habit of reading and develop their independent learningability.Moreover,students can achieve better reading scores and use readingstrategies more consciously and efficiently by using meta-cognitive strategies.

Secondly,this study is beneficial for teachers’professional development.It isconducted in the form of the action research which aims to explore a more efficientway of English reading teaching.First of all,it helps teachers learn more about theapplication of meta-cognitive strategies in English reading teaching.Then,it guidesteachers to adjust English reading teaching methods and design appropriate classroomactivities to improve students’reading level.Finally,it contributes 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。