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egies has always captured the attention oflanguage learning researchers since the theory of meta-cognition emerged. A numberof theoretical and empirical researches have been done on reading abroad and at home.These studies have proved that meta-cognitive strategies do have a positive effect onlearners’ reading (Anderson, 1991, Barnett, 1998). But most of these studies areconducted in first language contexts with the subjects of second language learners,instead of Chinese. Therefore, whether people can employ the findings to the teachingof English reading in the classrooms of China remains a problem. According to WenQiufang (2004), few investigators have attempted to discover the relationship betweenthe use of meta-cognitive strategies and English reading level, and fewer researches onmeta-cognitive strategies have explored in senior high school students in the Englishas a foreign language reading class. Therefore, it is necessary to conduct additionalresearch to examine meta-cognitive strategies used by senior high school students inChina, especially when taking account of one's English proficiency.

Chapter Two Literature Review

2.1 Studies on meta-cognitive strategies
2.1.1 Studies on meta-cognitive strategies abroad
The term “meta-cognition” was first put forward by the American psychologist J.H.Flavell (1976) in his study on meta-memory in the late 1970s. From now on, manyresearchers carry out researches on “meta-cognition” to examine what meta-cognitionexactly is and how it affects people’s language learning. According to Flavell’s theory(1979), meta-cognition is knowledge about cognition or cognitive process. It involvesfour classes of phenomena: 1) knowledge of meta-cognition; 2) experiences of meta-cognition; 3) tasks (or goals) and 4) strategies (or actions). Meta-cognitive strategies aredesigned to monitor cognitive progress.On the basis of Flavell’s classification of meta-cognition, Nelson & Narens (1994)pointed out that meta-cognition includes two elements: knowledge of meta-cognitionand monitoring and control of meta-cognition, they divide meta-cognitive experienceinto meta-cognitive regulation and meta-cognitive control. This framework has attracteda number of researchers in recent years (Mazzoni & Kirsch2002; Son & Metcalfe 2000).Based on information processing theory, Oxford (1990) divided language learningstrategies into six categories: 1) strategies of memory, 2) cognitive strategies,3)strategies of compensation, 4) meta-cognitive strategies, 5) affective strategies, and 6)social strategies, these categories are classified into direct and indirect strategies. Directstrategies refer to those subconscious strategies which directly relates to the targetlanguage while the indirect ones are in relation to those conscious ones offering indirectsupport for the learning of language.

Chapter Three Theoretical Foundation......... 18-32
    3.1 Metacognition .........18-27
    3.2 Reading theory......... 27-29
        3.2.1 The definition of reading......... 27-28
        3.2.2 Models of reading process......... 28-29
    3.3 Metacognitive strategies in reading comprehension .........29-32
Chapter Four Methodology .........32-40
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