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self-management, self-monitoring and self-evaluation are also the performance ofmetacognition strategy. So those learners who do not know well about metacognitivestrategy cannot manage their own study well. Therefore this research is aiming toconnect metacognition with senior high school English reading, and investigate thesituation of how senior high students use metacognitive strategy in English reading.The paper also tries to find out the existing problems and analyze why the problemsemerge. The objective of this paper is to come up with some recommendations directlyto both educators and students, and then remind them to pay more attention tometacognition, with the purpose of promoting students to utilize this strategy moreeffectively and efficiently in their English study.

Chapter 2 Literature Review

2.1 A Brief Review of Metacognition
The concept of “metacognition” was first proposed in 1976 by John H. Flavellwho is an American developmental psychologist. In his opinion, "Metacognition"refers to one's knowledge concerning one's own cognitive processes and products oranything related to them, for example, the learning-relevant properties of informationor data. Metacognition refers to, among other things, the active monitoring andconsequent regulation and, orchestration of these processes in relation to the cognitiveobjects on which they bear, usually in the service of some concrete goal or objective.(Flavell, 1987)With the development of the research on metacognition, different researchers havedifferent opinions about the definition of metacognition. Reeve and Brown (1985)think metacognition is a person's ability to understand and manipulate his owncognitive process. Sternberg (1988) believes it is a high-order executive process used inplanning, monitoring, and evaluating one's problem solving. Shanahan (1992) regardsmetacognition as the understanding and regulation of cognitive activity. Butterfield(1995) thinks metacognition is one thing which means monitoring and controlling ofcognition guided by miniature task-specific models and understanding of factors thatinfluence cognition. In spite of these different words, “metacognition” is often simplydefined as "thinking about thinking” (Babs and Moe, 1983), or "cognition aboutcognition*' (Wellman, 1985)

2.1.2 The Classification of Metacognition
Different scholars also have different ideas about the classification ofmetacognition. Generally speaking, researchers consider there are two key aspects ofmetacognition. They are metacognitive knowledge and metacognitive regulations.Metacognitive knowledge is “the knowledge or beliefs about what factors orvariables act and interact in what ways to affect the processes and outcomes forcognitive enterprise". (Flavell, 1979) Metacognitive knowledge refers to acquiredknowledge about cognitive processes, knowledge that can be used to control cognitiveprocesses. Brown (1987) clarifies metacognitive knowledge as understanding ofknowledge which can be reflected in either effective use or overt description of theknowledge in question. Metacognitive regulation is the regulation of cognition andlearning experiences through a set of activities that help people control their learning. Itis also called “knowing how”. It refers to one's self-control during the learning processand the self-regulatory mechanism one employs if one is an active learner. Thesemec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。