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the current English class. Few English teachers explain the relevantaffixes and word formations before teaching the new words and giving some examplesconcerning about the new words. Under these circumstances students have not been guidedto apply the word knowledge into English learning, let alone use it into readingcomprehension. So under such an instructional model, the students just have accumulatedcertain knowledge about affixes and speech sound rules. However, when they encountersome unfamiliar words in reading, it is difficult for them to consciously infer or derive themeanings of the new words from words’ features. In view of the obstacles brought from theunknown words in the reading process, students have difficulties comprehending thegeneral idea of the passages.

Chapter Two literature review

本章是本研究的文献综述。它是由三个部分组成。第一部分介绍从元认知，认知和单词的字动机的角度提出的理论和研究的审查。其次是引进字内的特点和阅读的意识。然后，它涉及内字的认识，在阅读理解的疗效。最后一节内字的特点和国外读书的意识之间的关系和家里以往的研究。This chapter is the literature review of the present study. It is composed of threesections. The first section presents a review of the theories and studies from metacognition,cognition and word’s angle which presents word motivation. It is followed by theintroductions of the awareness of intraword characteristics and reading. And then itconcerns about the efficacy of intraword awareness in reading comprehension. The lastsection is on previous research on the relationship between the awareness of intrawordcharacteristics and reading abroad and at home.

2.1 Theoretical foundation

2.1.1 Metacognition
What is metacognition? Metacognition is one of the buzzwords in EducationalPsychology. It is usually defined as thinking about thinking, or cognition about cognition,and it is considered by most educators to be an element necessary for many cognitivelearning tasks and can really make a difference in a student’s learning. It has beenrecognized that metacognition plays a significant role in human learning, thinking,problem-solving, studying and reading. Flavell is one of the first researchers to define theterm “metacognition”. He describes it as follows: “Metacognition refers to one’sknowledge concerning one’s own cognitive process or anything related to them, e.g., thelearning relevant prosperities of information or data” (Flavell, 1976). It also includes “theactive monitoring and consequent regulation and orchestration of these processes inrelation to the cognitive objects or data on which they bear, usually in the service of someconcrete goal or objective.” In other words, metacognition is the process of thinking. Asindividuals engage in any mental activity, in any knowledge domain, metacognition is atool of wide application for solving many sorts of problems. Its central role in problemsolving and learning has important applications in the field of education. The executivecontrol of metacognition has an influence on the reading process. Hartman (2001) alsoemphasizes that metacognition is especially important because it affects acquisition,comprehension, efficiency, critical thinking, and problem solving.

Chapter Three Methodology......... 28-37
    3.1 Research questions and hypotheses....... 28-29
    3.2 Subjects....... 29-30
    3.3 Instruments....... 30-32
    3.4 Procedures .......32-35
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