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s (O’Malley snd Chamot 1990; Wenden and Rubin 1987; Oxford and Crookall 1989) found the learners who were particularly taught metacognitive strategies performed better than those in the control group. Good language learners make use of metacognitive knowledge to help them assess the needs, evaluate progress and give directions to their learning. 4.Teaching metacognitive skills Since the importance of metacognition has been stressed, it is advisable to heighten learners’ metacognitive awareness. Wen (1995) emphasized that successful learners are thoughful and aware of themselves in relation to the learning process . They are able to employ strategies unconciously, and make their metacogitive awareness into play when necessary or when they are faced with difficulties. Such awareness gives learners control over their own learning. Therefore, metacoginitive awareness is a necessary and essential focus in learning to regulate learning. Training in metacognitive awareness include awareness of what learning a language invloves as well as training in the selection of appropriate strategies for different situations. In addition, metacognitive training should include heightening awareness of the feelings in defferent aspects of language learning, and of a learner’s personalities and strengths. (Williams & Burden，2000) To raise metacognitive awareness involves five aspects. ⑴preparing and planning for learning: These important metacognitive skills relates to identifying what is to be accomplished. Teachers articulate the particular learning goals for class and guide the studens in setting their own learning goals. ⑵knowing how to select and use learning strategies: In this respect, teachers teach students how to use specific strategies based on various tasks. Teachers show how to choose the strategy that is most likely to succeed in a given situation. It is the most difficult skill for teachers to instruct students. ⑶monitoring strategy use: By monitoring, students can keep themselves on track to meet their aims. During the time students implement specific strategies, teachers need to remind students to stop regularly and think about whether they use strategies as intended. ⑷knowing how to deploy various strategies: Teachers can aid students by making them aware of various strategies available. To master this skill means that a student has the ability to coordinate, organize and make association among the various strategies. ⑸self-assessing one’s own strategy use: Self-assessment helps students reflect through the cycle of learning. Teachers may ask such questions as “ What am I trying to accomplish?” “How well am I using them?” . Through this skill, students can learn to assess their performance more accurately. The five aspects are valuable suggestions for teachers to instruct the metacognitive strategies. To have good metacognitive awareness can greatly facilitate the improvement of strategy use and empower second language learners. 5.Conclusion It must be re-emphasized in conclusion that the issue of strategy training in L2 acquisition is far from simple, and there are no simple solutions to the questions of how to promote efficient employment of strategies. The aim of strategy training in L2 learning lies not in the mastery of strategies but in heightening strategy awareness, in enlarging the range of strategies to be selected, and in enhancing the ability to self-monitor and self-regulate in the learning process. Most of impo