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p;     3.3.1 Metacognitive Strategies Questionaire.........41-43
        3.3.2 An Interview.........43-44
        3.3.3 Reading Tests.........44
        3.3.4 Experiment......... 44-45
    3.4 Procedure......... 45-47
    3.5 Data Collection and the Analysis......... 47-49
Chapter 4 Results and Discussion .........49-64
    4.1 The Results .........49-55
        4.1.1 Result of Questionnaire......... 49-50
        4.1.2 Result of Interview .........50-52
        4.1.3 Result of Reading Tests......... 52-54
        4.1.4 Result of Experiment .........54-55
    4.2 Discussion of the Results .........55-64
Chapter 5 Conclusion .........64-69
    5.1 Major Findings of the Study......... 64-66
    5.2 Limitations......... 66-67
5.3 Recommendations for Future Research......... 67-69

Conclusion

This study is a quantitative research and aims to investigate how metacognitivestrategy is used by English major students in English reading by a series of statisticalanalysis and under the guidance of metacognitive strategy and reading theories, anddiscuss how metacognitive strategy influences English reading ability. The majorfindings can be seen from the following statements :We can conclude many strategies applied by the students. Firstly, In Englishreading, the frequently used metacognitive strategies in test are: a) pay attention toremarks in articles and use them to explain contents of articles; b) pay attention toprinting characteristics of articles and use them to judge main information; c) adjustreading speed according to time, reading amount; d) highlight main points by markingto help remind ideas of articles; e) find reading materials appropriate according toreading objectives; f) connect main ideas to help understanding; g) pay attention tosubject line of articles to judge theme or ideas; h) connect background knowledgewith articles to help understanding; i) make a guess at contents of articles based ontheir titles; (j) repeatedly reading parts which are not understood.
While on the contrary, two strategies which are seldom used: a) translateEnglish into Chinese, and try to understand with Chinese way of thinking; b) focusattention on each word’s meaning; look up into dictionary upon new words. In five types of metacognitive strategies, selective attention is more often used whileevaluation strategy is less used. The students in experimental class are trained to payattention to their learning plans for reading. They can ensure that reading materials areappropriate according to reading objectives. They are also used to monitoring the alllearning process, such as to adjust reading speed according to time and passage length,and to judge the main idea from their own background knowledge with articles, and tomake a guess at contents of articles based on their titles. Therefore, we can see thatmeta-cognitive strategies can be used to cultivate autonomous learning in class andthrough metacogniton training. English language le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。