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1.2 Research Purposes and Significance

Cultivating  students’  language  learning  strategies  is  one  of  the  important  goals  of current secondary school English teaching reform in China. Teachers are not only the guider of students’ language learning, but also the trainer of students’ learning strategies. Existing research  shows  that  metacognitive  strategies  are  the  focus  of  academic  circles.  More  and more scholars are beginning to explore how to help students use metacognitive strategies to memorize  vocabulary,  improve  English  reading  ability  and  writing  skills.  Although  many studies  abroad  have  proved  the  positive  effect  of  metacognitive  strategies  on  students’ English reading, English is the first language in most of these studies,  of which only a few have  been  conducted  in  China,  where  English  is  learned  as  a  foreign  language  (EFL). Therefore, it is valuable to explore whether the findings of the studies abroad are suitable for the  situation  in  China.  Moreover,  most  studies  are  conducted  around  high-level  learners, mainly college students and graduate students, while very few studies have been conducted about English learning in secondary schools, especially about that in junior high schools.

This  study  takes  Chinese  junior  high  school  students  as  the  research  subjects.  The purpose of this study is to figure out: 1) the relationship between Chinese junior high school students’  use  of  metacognitive  strategies  and  their  English  reading  proficiency;  2)  the influence  of  English  metacognitive  strategy  training  on  students’  use  of  metacognitive strategies in their English reading; 3) the specific effects of metacognitive strategy training on  the  English  reading  ability  of  junior  high  school  students  with  different  reading proficiency.

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Chapter Two Literature Review

2.1 Metacognition and Metacognitive Strategies

In this section, theories of metacognition and metacognitive strategies which related to this thesis will be reviewed.

2.1.1 Metacognition

The term of “metacognition” is first introduced by John Flavell. According to Flavell (1976),  metacognition  is  “one’s  knowledge  concerning  one’s  own  cognitive  process  and outcomes or anything related to them” (p. 232). Metacognition mainly contains two parts: metacognitive  knowledge  and  metacognitive  experiences.  Metacognitive  knowledge  refers to one’s knowledge or beliefs about the factors that impact cognitive activities. It has three variables: person variable, task variable, and strategy variable. The person variable re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。