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1.1Background of the study
English teaching mainly consists of English listening, speaking, reading, andwriting. As one of most important means, reading plays a quite significant role,according to Cohen (Cohen 1998), about 95 percent of new information is acquiredthrough reading. Anderson (Anderson, 2004) indicates that reading is a major skill forlanguage learners, and it is the most vital skill to master. The most significant andeffective means can be offered to readers through reading, reading capacity’simprovement can result in listening, speaking, writing and some other skills to ahigher degree. Therefore, in the last thirty years, enormous researchers focused oninvestigating English reading strategies to cultivate students’ reading ability.However, a vast group of junior high students have a comparatively low level onreading ability, although they almost have learned English for five years since theirprimary school days. The reasons why these students cannot grasp reading efficiencycan be concluded from some various aspects: Firstly, the teaching approach teacherspresented in class is too traditional or too conservative, such as over laying stress ontranslating by word to word, explaining new words, phrases and grammar meticulousrather than grasping the main idea of reading material and mastering theorganizational structure of the text; Secondly, there may be a factor that studentsthemselves lack the interest and confidence in learning English reading, and they donot have enough self-reflection and objective assessment on their reading targets andreading ability; Besides, they are wanting in strategies utilization in reading exercise,in the meantime, they cannot perform well owing to a deficiency of self-monitoringcapacity to make adjustment by applying some reading strategies they have grasped.In the end, all of these factors turn out the unsatisfactory English reading effects.Although many students devote plenty of energy and time in reading，merely few ofthem have developed high English reading proficiency. Most students who study forthe purpose of passing exams only read the materials in the textbooks and papers.However, the teachers have begun to focus on how to help students find an effectiveway to get the information and they found it’s a sensible way to use appropriatestrategies to guide students how to master reading skills and methods with the purposeof improving their reading capabilities.
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1.2 Current situation of students’ meta-cognitive strategies use in reading
In order to elaborate the students’ current situation of meta-cognitive strategies
A Study on the Application of Meta-cognitive strategy in English Reading Teaching in Junior High School3use in reading in junior high schools, the author used a questionnaire which is basedon Oxford’s strategy inventory for language learning to assess 118 students’ currentuse of meta-cognitive strategies. The participants are selected from two parallelclasses in Grade Eight in NO.4 Junior High School in Jinzhou Liaoning Province.From the introduction above, it is necessary for researchers to find problems ofcurrent situation in junior high school English reading class, and it is also apparent torealize the importance of reading for junior high school students. The major reason formost of the junior high school students who developed a few abilities of reading isthat they lac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。