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as metacognition is a type of self-adjustment andnot being adjusted by others. The research scope of metacognition in thecomprehensive reading separates the self-adjustment process into the areas of resultenhancement and educational application. When language researchers compared thesuccessful readers and the unsuccessful readers, they discovered that: the successfulreaders treat knowledge as a group of concepts rather than independent facts; they tried their best to understand those meanings and relationships but not as memorialfacts (details); they would carry out self-examination to testify those contents thatthey know and remember those they read; they were more active and interactive withthe texts instead of passively revising or making notes – they foresee questions thatmay be tested, they decipher, summarize and take notes of the texts, they wouldconnect the texts with their experiences, and they deduce those contents beyondelaboration. Self-questioning is an important purpose in comprehensive monitoringand self-examination.

Chapter 2 Literature Review

2.1 Learning Strategies
Although researchers have formally discovered and named language learningstrategies only recently; such strategies have actually been used for thousand of years.

2.1.1 Definition of Learning Strategies
Many reseaches of learning strategies related to second language acquisitionbegan in the mid-1970s. One big problem is the definition of learning strategies in theearly studies of learning strategies. Based on the discription of Ellis (1994:530)statement, the ideas of learning strategies has been proved to be difficult to explain ina consistent level. Some definitions of the learning strategies mentioned by Ellis areappeared in the following table (see Table 2-1)
According to Stern (1983), learning strategy is an individual learning behavior.It belongs to learners themselves or decided by learners’ characteristics. Stern setmore attention to the learners’ general tendencies. So as to Weinstein and Mayer,learning strategies refer to the behaviors and ideas that a leaner may have during theirlearning process. They put more emphasis on learners’ thoughts. As shown above,Rubin (1987) learning strategies are the real ways or skills which can be used toimprove their language learning. Based on Oxford (1990), learning strategies cantruly cause language learning flourishingly, self-conscious and delightful.
The definition of strategy has become influential in education without itsaggressive and competitive trappings, where it refers to a new meaning and has beentransplanted in to learning strategies. One familiar used technical definition says thatlearning strategies are operations employed by learners to take the gaining, content,recovery and employment of information. This definition, while helpful, does notfully transfer the entertainment or richness of learning strategies. It is also useful toexpand this definition by saying that learning strategies are specific actions taken bylearners to make learning more simple, more rapidly, more enjoyable, moreself-directed, and more effective to new circumstance .

Chapter 3 Methodology of the Study......... 40-49
    3.1 Research Questions......... 40
    3.2 Subjects......... 40-41
    3.3 The Instruments .........41-45
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