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ould follow the vocational college teaching syllabus. Meanwhile, experimental group’s students also were trained by metacognitive reading strategies for a whole semester. The author adopted a series of methods to let students be familiar with metacognitive reading strategies, and using them in reading process. At last, their reading abilities were promoted. The process of train was blent into normal classroom teaching activities but not be separated. After training, students in experimental group received knowledge of metacognitive reading strategies, and knew how to use them to help reading materials. And as we know, metacognitive strategy was one of reading strategies. Combined with metacognitive strategy, students could use other reading strategies after training.

In this part, 34 air service major students from class 3 in sophomore year of WVTC were chosen to constitute experimental group. They needed to finish a training course in a semester. Meanwhile, they should learn according to requirements of normal teaching syllabus with other 33 students from class 4 as the control group. However, requirement, goals of research, some concepts of metacognitive reading strategies should be taught to experimental group members. So that, they got familiar with metacognitive reading strategies, and coordinated with research.

4.4.2 Process of training

In the process of training, experimental group members began learning relation between metacognitive strategies and reading systematically. Firstly, students in this group was handed out a table with knowledge of metacognitive reading strategies which was divided into three parts: pre-reading strategies, reading strategies and after-reading strategies.

The author enumerated a series of metacognitive reading strategies. Each strategy was explained in detail, so students could come to understand them at great length, to lay the foundation before using them. The second part was detailed learning process of students in experimental group. Before they began doing reading exercise, they were required to program their process, and did it in accordance with plan strictly. Finished tasks in fixed time. After class, every student was asked to draw up goals according to actual reading ability. For example, read 21st Century, English Salon, ect,. In reading, students were guided to maintain good mind-set, to concentrate attention in reading. Different kinds of passages were chosen to train students. For instance, students should know characteristic of news, narrations, argumentations, and expository proses, ect,. Meanwhile, students were required to monitor their reading behaviors, to cultivate good reading habits, to give up bad reading habits. After they finished reading, they were asked to reflect by writing reading note. A student should ask question to himself or other classmates, like “What difficulties do you meet in reading? How many metacognitive reading strategies do you use?” Then, according to actual situation, they were guided to adjust their actual reading strategies. Let them think energetically and improve their reading abilities.

As for O’Mally & Chamot (1988, cited in O’Malley & Chamot, 1990)’s frameworks for learning strategy for L2 learning, the author divided the whole process of training into five stages: preparation, presentation, practice, evaluation and expansion.
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