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Chapter 2 Literature Review

2.1 Theories of Metacognitive Strategies
As we all know, it was by the American psychologist J. H. Flavell thatmetacognition was first put forward in his book Cognitive Development in the late1970s, which features the cognition of cognitive activities themselves as its essence.In a literal sense, it means cognition about cognition or thinking about thinking. In abroad sense, metacognition has more specific definitions. Flavell’s basic definition isthat metacognition is one’s knowledge concerning one’s own cognitive process andproducts or anything related to them. (Flavell, 1976, p. 232) It also includes “theactive monitoring and consequent regulation of these processes in relation to thecognitive objects or data on which they bear, usually in the service of some specificgoals.” Following Flavell, other researchers define metacognition in the similar way.According to Weinstein and Mayer (1986, p. 158), for example, metacognition is “theindividuals’ knowledge about their cognitive process, as well as their abilities tocontrol these processes by planning, implementing, monitoring and modifying themas a function of learning products and feedback.”To sum up, we can define metacognition as the individuals’ awareness andself-control of their own cognitive processes and outcomes and it’s a higher level ofcognition.
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2.2 Reading Comprehension
Reading is an important part in students’ learning. When we talk about reading,what we really refer to is reading comprehension. Actually, they are not the same.Without comprehension, reading would be meaningless. To achieve this, teachersshould have a better understanding of reading comprehension. Generally speaking, reading is just that one assigns meaning to the writtenwords. According to Barnhart and Bloomfield (1961, p.67), reading can be defined asdecoding. Simply speaking, decoding is a kind of ability to recognize every wordaccurately in Chinese in an English text. It seems that such a definition can’t meet thedemands of teaching and learning in reading comprehension. As a learner, reading isnot one’s real purpose, but the key of reading lies in comprehension. From Smith’spoint of view, comprehension is a process. In this process, since some cognitivefactors are involved, different readers have different comprehension results and getdifferent information. Comprehension is also an active process of identifying meaningas well as a complex thinking process. Therefore, most researchers are in agreementthat reading comprehension is a complicated psycholinguistic process. From this pointof view, we can see that reading comprehension is affected by complex interactionbetween the content of the text itself, the reader’s prior knowledge, and variouscognitive and metacognitive processes. These factors all have effect on what onerefers from the text. So meaning of one text does not depend on the printed page, butit is in the reader.
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Chapter 3 Methodology ………26
3.1 Research Questions..... 26
3.2 Subjects......26
3.3 Instruments........ 27
3.3.1 Questionnaire........27
3.3.2 Reading Comprehension Test........30
3.3.3 Interview.....30
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