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in reading which lasted for a semester. After training, the author analyzes their discrepancy of using strategies according to post-test of questionnaire and reading comprehension exercise. The purpose of the study is trying to answer the research questions listed below:

1 How about situation of metacognitive strategies application in reading (pre-reading, in-reading, after reading) used by vocational college students?

2 Whether students in control team and those in experimental team have discrepancies after training?

3 If there are discrepancies, where are they? And in what aspects do they embody?

4.2 Subjects Selected

The author chooses 67 participants from air service major in sophomore year ofWuhanVocationalTechnicalCollegeas a case. Because in the vocational college, they are not freshmen. The freshmen do not separate form senior high school students’ thinking model and can not recognize importance of metacognitive strategies. Meanwhile, they get familiar with identity of vocational college students, teaching method and learning process.They have some cognizance of metacognitive strategies and reading.

4.3 Instruments

The author has adopted two kinds of instruments in this thesis, and the first is English reading comprehension test to analyze students’ metacognitive reading strategies situation. Another is questionnaire including metacognitive strategies using situation which was collected for quantitative analysis

4.3.1 Reading comprehension test

For the teaching requirements of vocational college English education issued by the Ministry of Education, reading ability is the key factor to determine whether students can pass examination, while PRETCO is the examination which every student in vocational college should pass. In view of actual situation of great differences in vocational college students’ ability, PRETCO is divided into two categories: level A and level B. All of the levels require students to master ability of reading passages of medium difficulty at the speed of 50-70 words per min. And students can understand some practical materials, such as product description and letter.

Based on the basic requirements of PRETCO and actual situation of students in WVTC, the author chooses reading comprehension from PRETCO in March, 2009. There are three parts in reading test, which is Ⅳ, Ⅴ and Ⅵ, totally 50 points. Among which, Ⅳ is constituted by two to four passages. This part has 20 points, and it requires students to decide true or false in 20 minutes on the basis of understanding passages. The second is Ⅴ, which is constituted by two to four passages also with total 20 points. Students are required to choose the best answer in accordance with the meaning of the question. The last part is matching words in Ⅵ, students are asked to find five appropriate words from seven in right column to match the words given. It has two kinds of examination questions: interpretive structure and identity structure. Every year only on kind of it will be chosen.

Considering the subjectivity in reading comprehension, the author chooses V as reading test.

4.3.2 Questionnaire

Both pre-test and post-test questionnaires are based on Likert’s five-points scale. Each answer was mark