1、（20_届）本科毕业设计英语论元认知能力在英语自主学习中的作用ANALYSISOFTHEROLEOFTHEMETACOGNITIONONTHEENGLISHAUTOLEARNING1CONTENTSABSTRACT61INTRODUCTION82REVIEWOFMETACOGNITIVESTRATEGY921DEFINITIONOFMETACOGNITION922DEFINITIONOFMETACOGNITIVESTRATEGY923CLASSIFICATION1024IMPORTANCEOFMETACOGNITIVESTRATEGY103LANGUAGELEARNINGSTRATEGYTRA
2、INING1131LANGUAGELEARNINGSTRATEGYTRAINING1232GOALSOFSTRATEGYTRAINING124METACOGNITIVESTRATEGYINENGLISHLEARNING1241METACOGNITIVESTRATEGIESINVOCABULARYLEARNING1242METACOGNITIVESTRATEGYINENGLISHREADINGCOMPREHENSION1343THEATTITUDESTOWARDSMETACOGNITIVESTRATEGIES155CONCLUSION166BIBLIOGRAPHY1821INTRODUCTION
3、THESTUDYHASBEENUNDERTAKENTOFINDOUTTHERELATIONSHIPSBETWEENMETACOGNITIVESTRATEGIESANDENGLISHLEARNINGFURTHERTHESTUDYEXPLOREDTHEINFLUENCEOFSUCHINSTRUCTIONSONLEARNINGMETACOGNITIONWASFIRSTDEFINITELYADVANCEDBYTHEAMERICANPSYCHOLOGISTJHFLAVELL1976INTHE1970SHEPOINTEDTHATITHADUSUALLYBEENBROADLYANDRATHERLOOSELY
4、DEFINEDASANYKNOWLEDGEORCOGNITIVEACTIVITYTHATTOOKASITSOBJECT,ORREGULATEDANYASPECTOFANYCOGNITIVEENTERPRISEITWASCALLEDMETACOGNITIONBECAUSEITSCOREMEANINGWAS“COGNITIONABOUTCOGNITION”FLAVELL，1985104SINCETHEN，THECONCEPTOFMETACOGUITIONHASBEENWIDELYCITEDANDSTUDIEDINTHEFIELDOFPSYCHOLOGY,EDUCATION，ANDLINGUISTI
5、CS，ETCWHATISCLEARFROMCOGNITIVEPSYCHOLOGYISTHATLEARNERSAREFARFROMPASSIVEINTHEIRLEARNING；RATHERTHEYAREACTIVELYINVOLVEDINMAKINGSENSEOFTHETASKSORPROBLEMSWITHWHICHTHEYAREFACEDINORDERTOLEARNWHENCONFRONTEDWITHALEARNINGTASK,LEARNERSHAVEVARIOUSRESOURCESATTHEIRDISPOSALANDMAKEUSEOFTHEMINDIFFERENTWAYSCOGNITIVES
6、TRATEGIESAREONLYONEOFTHERESOURCESPEOPLEHAVEAVAILABLETOTHEMASWESHALLSEE，WEALSOMAKEUSEOFAVARIETYOTHERSTRATEGIESTOHELPUSTOLEARNSOMETHINGOVERTHEPASTFEWDECADESTHEREHASBEENAGROWINGAMOUNTOFRESEARCHINTOLANGUAGELEARNINGSTRATEGIESAUSEFULDISTINCTIONISMADEONLEARNINGSTRATEGIESBETWEENCOGNITIVEANDMETACOGNITIVESTRA
7、TEGIESCOGNITIVESTRATEGIESARESEENASMENTALPROCESSDIRECTLYCONCERNEDWITHTHEPROCESSINGOFINFORMATIONINORDERTOLEARN，THATIS，FOROBTAINING，STORAGE，RETRIEVALORUSEOFINFORMATIONMETACOGNITVESTRATEGIESOPERATEATADIFFERENTLEVELTHESE，WHICHINVOLVELEARNERSSTEPPINGOUTSIDETHEIRLEARNING,ASITWERE,ANDLOOKINGATITFROMOUTSIDES
8、UCHSTRATEGIESINCLUDEANAWARENESSOFWHATONEISDOINGANDTHESTRATEGIESONEISEMPLOYING,ASWELLASKNOWLEDGEABOUTTHEACTUALPROCESSOFLEARNINGTHEYALSOINCLUDEALLABILITYTOMANAGEANDREGULATECONSCIOUSLYTHEUSEOFAPPROPRIATELEARNINGSTRATEGIESFORDIFFERENTSITUATIONSTHEYINVOLVEANAWARENESSOFONESOWNMENTALPROCESSANDABILITYTOREFL
9、ECTONHOWONELEARNS，INOTHERWORDS，KNOWINGABOUTONESKNOWINGTHEMAINPOINTATTHISSTAGEISTHATMETACOGNITIVEAWARENESSISIMPORTANTFOREFFECTIVELEARNINGDUETOTHEIMPORTANCEOFMETACOGNITIVELEARNINGSTRATEGIESINENGLISHLEARNING,THEPRESENTSTUDYFOCUSEDONEXPLICITMETACOGNITIVESTRATEGYINSTRUCTIONANDITSIMPACTONLEXICALKNOWLEDGEI
10、MPROVEMENTOFTHEEFLTECHNICALSTUDENTSITISASSUMEDTHATTHEMETACOGNITIVESTRATEGYTRAININGWILLHELPTOCHANGETHEPASSIVESTUDYHABITOFSTUDENTSLONGDEPENDINGONTHEIRENGLISHTEACHERSANDDEVELOPTHESTUDENTSINDEPENDENTLEARNINGABILITIES2REVIEWOFMETACOGNITIVESTRATEGY321DEFINITIONOFMETACOGNITIONMETACOGNITION,ACONCEPTFIRSTPRO
11、POSEDBYAMERICANPSYCHOLOGISTFLAVELL1979，REFERSTOONESKNOWLEDGEOFONESOWNCOGNITIVEPROCESSESANDONESCOGNITIONINREFLECTINGANDREGULATINGCOGNITIVEACTIVITIESITINCLUDESMETACOGNITIVEKNOWLEDGEANDMETACOGNITIVESTRATEGIESINTHEFIELDOFLANGUAGELEARNING，METACOGNITIVEKNOWLEDGEREFERSTOTHE“INFORMATION”STUDENTSNEEDTOACQUIR
12、ELANGUAGES，WHILEMETACOGNITIVESTRATEGIESAREGENERAL“SKILLS”STUDENTSUSETOFACILITATETHEIRLEARNINGWENDEN，1999THEYARETHETWOSIDESOFTHESAMECOINTORAISEMETACOGNITIVEAWARENESSAMONGSTUDENTS，STUDENTSSHOULDNOTONLYHAVEKNOWLEDGEABOUTCOGNITIVEPROCESSESINLEARNING，BUTALSOHAVETHEABILITYTOCHOOSETHEMOSTEFFECTIVESTRATEGIE
13、STOSOLVEPROBLEMSLIANDMUNBY,1996METACOGNITVEKNOWLEDGEISTHEBASISOFTHEUSEOFMETACOGNITIVESTRATEGIES22DEFINITIONOFMETACOGNITIVESTRATEGYACCORDINGTOOXFORD1990，“METACOGNITIVESTRATEGIESAREINDIRECTSTRATEGIESWHICHSUPPORTLANGUAGELEARNING，ANDALLOWLEARNERSTOCOORDINATETHEIROWNLEARNINGPROCESS”OMALLEYANDCHAMOT1990DE
14、FINEMETACOGNITIVESTRATEGIESASTHINKINGABOUTTHELEARNINGPROCESS，PLANNINGFORLEARNING，MONITORINGTHELEARNINGTASK,ANDEVALUATINGHOWWELLONEHASLEARNED”THEYAREDESCRIBEDASHIGHERORDEREXECUTIVESKILLS”OMALLEYANDCHAMOT，1990THATHAVEANEXECUTIVEFUNCTIONWENDEN1991，P25USESTHETERM“SELFMANAGEMENTSTRATEGIES”TOREFERTOTHESAM
15、ETHINGASMETACOGNITIVESTRATEGIES，ANDDEFINESTHISGROUPOFSTRATEGIESASREGULATORYSKILLSUTILIZEDBYLEARNERSTOOVERSEEANDMANAGETHEIRLEARNING23CLASSIFICATIONINORDERTOCLASSIFYSPECIFICSTRATEGIESINTOGROUPS，WENDEN1991IDENTIFIESTHREEKINDSOFMETACOGNITIVESTRATEGIESACCORDINGTOTHEIRFUNCTIONSPLANNING，MONITORING，ANDEVALU
16、ATINGOXFORDS1990CLASSIFICATIONOFMETACOGNITIVESTRATEGIESISACOMPREHENSIVEATTEMPTSHEGROUPSSTRATEGIESINTOTHREECATEGORIESANDELEVENSUBCATEGORIESTHETHREEMAINCATEGORIESARECENTERINGYOURLEARNING，ARRANGINGANDPLANNINGYOURLEARNING,ANDEVALUATINGYOURLEARNINGOXFORD，1990，P137OMALLEYANDCHAMOTS1990FRAMEWORKOFCLASSIFIC
17、ATIONISSIMILARTOWENDENS1991，BUTEXTENDSON1DENTIFYINGSOMEMAJORCOGNITIVE4PROCESSESINSUBCATEGORIESBESIDESSELFMONITORINGANDSELFEVALUATION，OTHERFIVECOGNITIVEPROCESSESAREINCLUDEDINTOPLANNINGSTRATEGIESTHEYAREADVANCEDORGANIZATION,DIRECTEDATTENTION,FUNCTIONALPLANNING，SELECTIVEATTENTION,ANDSELFMANAGEMENTOMALLE
18、YANDCHAMOT,1990，P119THEPRESENTSTUDYWILLMAINLYUSEOMALLEYANDCHAMOTS1990THREECATEGORYCLASSIFICATIONTODESCRIBEANDDISCUSSSTUDENTS，METACOGNITIVESTRATEGYUSEFORSOMESPECIFICMETACOGNITIVESTRATEGIESINTHESUBCATEGORYLEVEL，SOMESTRATEGIESWHICHAREINTHEOXFORDS1990CLASSIFICATIONHAVEALSOBEENINCLUDED24IMPORTANCEOFMETAC
19、OGNITIVESTRATEGYALTHOUGHTHEREARESOMEDIFFERENCESBETWEENVARIOUSDEFINITIONSOFMETACOGNITIVESTRATEGY,ITSIMPORTANCEHASBEENSUPPORTEDBYANUMBEROFSTUDIESSTEINBERG1986FINDSOUTTHATSTUDENTSWITHGREATERMETACOGNITIVEABILITIESTENDTOBEMORESUCCESSFULINTHEIRCOGNITIVEEFFORTSANDERSON1991ARGUESTHATTEACHERSSHOULDEXPLAINTHE
20、REASONSANDPURPOSESOFDIFFERENTSTRATEGYUSESTOLEARNERSINSTRATEGYTRAININGTHELESSSUCCESSFULLANGUAGELEARNERSMAYUSESTRATEGIES，BUTTHEYLACKTHEMETACOGNITIVEKNOWLEDGETOSELECTAPPROPRIATESTRATEGIESACCORDINGTODIFFERENTTASKREQUIREMENTSCHAMOT,2001OMALLEYETA11985ONCEMAKESSOMECOMMENTSONTHEIMPORTANCEOFMETACOGNITIVESTR
21、ATEGY,“STUDENTSWITHOUTMETACOGNITIVEAPPROACHESAREESSENTIALLYLEARNERSWITHOUTDIRECTIONOROPPORTUNITYTOREVIEWTHEIRPROCESS，ACCOMPLISHMENTS，ANDFUTUREDIRECTIONS”3LANGUAGELEARNINGSTRATEGYTRAINING31LANGUAGELEARNINGSTRATEGYTRAININGTHERESULTSOFTHESTUDIESONSTRATEGYDESCRIPTIONANDCATEGORIZATIONHAVEFOUNDTHEIRIMPLIC
22、ATIONSINLANGUAGEHELPINGLEARNERACCELERATETHELANGUAGELEARNINGIFLEARNERSARETOBEINAPOSITIONTOBEMADEAWAREOFDIFFERENTSTRATEGIESTHATCANHELPTHEMINTHEPROCESSOFLEARNING，THEYSHOULDBEFAMILIARWITHTHESTRATEGIESTHATAREAVAILABLECHAMOTOMALLEY1994SUGGESTTHATLEARNINGSTRATEGYINSTRUCTIONMAYHELPLEARNERSINTHREEWAYSFIRSTLY
23、,LEARNINGSTRATEGIESINSTRUCTIONCANHELPSTUDENTSTOBECOMEBETTERLEARNERS,SECONDLYSKILLINUSINGLEARNINGSTRATEGIESASSISTSTHEMINBECOMINGINDEPENDENTANDCONFIDENTLEARNERS，ANDFINALLY，THEYBECOMEMOREMOTIVATEDASTHEYBEGINTOUNDERSTANDTHERELATIONSHIPBETWEENTHEIRUSEOFSTRATEGIESANDSUCCESSINLEARNINGLANGUAGES5COHEN1998EMP
24、HASIZEDTHATSTRATEGYTRAINING，TEACHINGSTUDENTSHOWTOAPPLYLANGUAGELEARNINGANDLANGUAGEUSESTRATEGIES，ISEXPECTEDTOENHANCESTUDENTSEFFORTSTOREACH1ANGUAGEPROGRAMGOALSRESEARCHESINDICATETHATTEACHINGLEARNINGSTRATEGYTOSTUDENTSAREUSEFULANDMANYREACHESSUPPORTSTHEPOSITIVEEFFECTSOFTRAININGONSTRATEGIESINLANGUAGELEARNIN
25、GPERFORMANCEOMALLEYANDCHAMOT1990，ANDOXFORD1990FOUNDTHATSTRATEGIESINCLASSROOMINSTRUCTIONAREFUNDAMENTALTOSUCCESSFULLEARNINGANDTHEYALSOFINDTEACHERSWHOUSESTRATEGYTRAININGOFTENBECOMEENTHUSIASTICABOUTTHEIRROLESASFACILITATORSOFCLASSROOMLEARNINGANDTHEYAREMOREAWAREOFTHEIRSTUDENTSCOTTRELL1999CLAIMSTHATTHROUGH
26、PRACTICEANDINSTRUCTION，LEARNERSUSEOFSTRATEGIESCANBEAUTOMATIZED32GOALSOFSTRATEGYTRAININGTHEGENERALGOALOFSTRATEGYTRAININGISTOTEACHSTUDENTSHOW,WHENANDWHYSTRATEGIESCANBEUSEDTOFACILITATETHEIREFFORTSATLEARNINGAFOREIGNLANGUAGEBYEXPLICITLYTEACHINGSTUDENTSHOWTODEVELOPTHEIROWNINDIVIDUALIZEDSTRATEGYSYSTEMS,STR
27、ATEGYTRAININGISINTENDEDTOHELPSTUDENTSEXPLOREWAYSTHATTHEYCANLEARNTHETARGETLANGUAGEMOREEFFECTIVELY，ASWELLASTOENCOURAGESTUDENTSTOSELFEVALUATEANDSELFDIRECTTHEIRLEARNINGTHEFIRSTSTEPINTHISPROCESSISTOHELPLEARNERSRECOGNIZEWHICHSTRATEGIESTHEYALWAYSUSE，ANDTHENTODEVELOPAWIDERANGEOFSTRATEGIES，SOTHATTHEYCANSELEC
28、TAPPROPRIATEEFFECTIVESTRATEGIESWITHINTHECONTEXTOFPARTICULAR1ANGUAGETASKSELLISANDSINCLAIR19892DESCRIBETHISAIMASONEOFPROVIDINGLEARNERSWITHTHEALTERNATIVESFROMWHICHTOMAKEINFORMEDCHOICESABOUTWHAT，HOW,WHY，WHEN，ANDWHERETHEY1EARNCARRELL1996EMPHASIZESTHATTEACHERSNEEDTOBEEXPLICITABOUTWHATTHESTRATEGYCONSISTOF，
29、HOW，WHEN，ANDWHYITMIGHTBEUSED，ANDHOWITSEFFECTIVENESSCANBEEVALUATEDASCOHEN2003SUGGESTS，STRATEGYTRAININGAIMSTOPROVIDELEARNERSWITHTHETOOLSTODOTHEFOLLOWINGSELFDIAGNOSETHEIRSTRENGTHSANDWEAKNESSIN1ANGUAGELEARNING；BEAWAREOFWHATHELPSTHEMTOLEARNTHETARGET1ANGUAGEMOSTEFFICIENTLY；DEVELOPABROADRANGOFPROBLEMSOLVIN
30、GSKILLS；EXPERIMENTWITHFAMILIARANDUNFAMILIARLEARNINGSTRATEGIESMAKEDECISIONSABOUTHOWTOAPPROACHALANGUAGETASK；MONITORANDSELFEVALUATETHEIRPERFORMANCE；ANDTRANSFERSUCCESSFULSTRATEGIESTONEWLEARNINGCONTEXTS4METACOGNITIVESTRATEGIESINENGLISHLEARNINGTHEIMPORTANTROLEOFMETACOGNITIVESTRATEGYONLANGUAGELEARNINGISBEC
31、OMINGMOREANDMOREPOPULARATTENTION641METACOGNITIVESTRATEGIESINVOCABULARYLEARNINGWITHREGARDTOVOCABULARYLEARNING，RESEARCHSHOWSTHATFORMOSTADULTLEARNERSDIRECTVOCABULARYINSTRUCTIONISBENEFICIALANDNECESSARY，DUETOTHEFACTTHATSTUDENTSARENOTABLETOACQUIRETHEMASSOFVOCABULARYJUSTBYMEANINGFULREADING，LISTENING，SPEAKI
32、NGANDWRITINGLEARNERSCANBETAUGHTEXPLICITLYHOWTOIMPROVETHEIROWNVOCABULARYBYTEACHINGTHEMAPPROPRIATEVOCABULARYLEARNINGSTRATEGIESINCONTRASTTOSIMPLYLETTINGSTUDENTSLEARNVOCABULARYINTHEIROWNWAYBROWNPERRY1991ELLIS1985NOTESTHATWESHOULDREMEMBERTHATVOCABULARYLEARNINGALSOINVOLVESTHEUSEOFINDIVIDUALLEARNINGTECHNIQ
33、UESANDSTRATEGIESAIMSTOENHANCEUNDERSTANDINGOFTHEACQUISITIONPROCESSESTHATTAKEPLACEINTHELEARNERSMINDTHEREFOREADESCRIPTIONOFVOCABULARYLEARNINGSTRATEGIESCANBEUSEDASAGUIDELINETOHELP1EARNERSINTHEIRLEXICALACQUISITIONELLIS，1995SANAOUI1995REPORTTHATTHEREARETWOAPPROACHESTOVOCABULARYLEARNINGAMONGSTUDENTSASYSTEM
34、ATICAPPROACHANDUNSYSTEMATICAPPROACHINSYSTEMATICAPPROACHLEARNERSWEREMOREORGANIZEDANDINDEPENDENT，USEDEXTENSIVERECORDSOFLEXICALITEMS，ANDREVIEWEDWORDSMOREOFTENINUNSYSTEMATICAPPROACH，LEARNERSWEREDEPENDENTONTHECOURSE，USEDMINIMALORNORECORDSOFLEXICALITEMS,ANDREVIEWEDWORDSLITTLEORNOTATALLCODY1997，ARGUINGONTH
35、EIMPORTANCEOFCONTEXTINVOCABULARYLEARNINGRECOMMENDEDTHEUSEOFVOCABULARY1EARNINGSTRATEGYINSTRUCTIONAPPROACHTOENHANCE1EXICALACQUISITIONTHEPROPONENTSOFTHISAPPROACH1EARNINGSTRATEGYINSTRUCTIONALSOBELIEVETHATCONTEXTISTHEMAJORSOURCEOFVOCABULARYLEARNINGBUTTHEYEXPRESSSOMESIGNIFICANTRESERVATIONSABOUTHOWWELLSTUD
36、ENTSCANDEALWITHCONTEXTONTHEIROWNASARESULT，THEREISCONSIDERABLEEMPHASISONTEACHINGSPECIFICLEARNINGSTRATEGIESTOSTUDENTSSOTHATTHEYCANEFFECTIVELYLEARNFROMCONTEXTCODY，L997，P276HUSLTIJN1997CLAIMEDTHATTHETEACHINGOFVOCABULARYLEARNINGSTRATEGIESESPECIALLYATTHEINTERMEDIATEANDADVANCED1EVELBYTHEUSEOFKEYWORDSTRATEG
37、YWOULDBRINGSIGNIFICANTRESULTHEADDED，”MODEMFOREIGNLANGUAGEPEDAGOGYSTRESSESTHEIMPORTANCEOFTEACHINGSTUDENTSAPPROPRIATELEARNINGANDSTUDYINGSTRATEGIES”1997PARRY1997CARRIEDOUTASTUDYTHATSHOWEDHOWCOGNITIVESTRATEGIESHADDRAMATICIMPACTSONTHESUCCESSORFAILUREOFSTUDENTSINTERMSOFTHEIRACQUISITIONOFACADEMICWORDSALTMA
38、N1997SHOWEDTHESIGNIFICANCEOFMETACOGNITIVEAWARENESSINTHEPROCESSOFUSINGWORDSINORALCOMMUNICATION742METACOGNITIVESTRATEGIESINENGLISHREADINGCOMPREHENSIONTHERESEARCHOFREADINGCARESABOUTITSNATUREANDFACTORSTHATLEADTOSUCCESSFULREADINGCOMPREHENSIONACOMMONUNDERSTANDINGOFREADINGISTHEINTERACTIONOFINFORMATIONGRABE
39、ANDSTOLLER,2001THESUCCESSOFSUCHINTERACTIONDEPENDSONFACTORSLIKE1EARNERSLANGUAGEPROFICIENCY,TEXTTYPES，ANDTASKDIFFICULTYALDERSON,2000FURTHERMORE，READINGIS“NOTMERELYAPASSIVEPROCESSOFEXTRACTINGMEANINGFROMTHEPRINTEDPAGE”，BUTRATHER“PREDICTANDCREATEMEANINGBASEDONTHETEXTBYUSINGKNOWLEDGEOFTHELANGUAGEMCLEODMCL
40、AUGHLIN，1986，P114THISARGUMENTISESPECIALLYTRUEINTHECONTEXTSOFUNIVERSITYSTUDIES，SINCESTUDENTSREADENGLISHMAINLYFORACADEMICPURPOSESTHEUSEOFSTRATEGIESISNECESSARYFORHIGHERLEVELREADINGPHAKITI，2003AONEIMPORTANTGOALOFTEACHINGREADINGINUNIVERSITYISTOTRAINSTUDENTSTOBECOMESTRATEGICREADERSSTUDENTSSHOULDNOTONLY“UN
41、DERSTANDTHEGOALSOFAREADINGACTIVITY，BUTAREABLETOUSEREADINGSTRATEGIESFOREFFICIENTCOMPREHENSIONASWELLGRABEANDSTOLLER,2001，P195THEREFORE，BROWN1994，P291CONCLUDESTHATREADINGCOMPREHENSIONISPRIMARILYAMATTEROFDEVELOPINGAPPROPRIATE，EFFICIENTCOMPREHENSIONSTRATEGIESFORTHOSEWHOAREALREADYLITERATEINTHELANGUAGEMORE
42、OVER,RESEARCHALSOSUGGESTSTHATCOGNITIVEANDMETACOGNITIVESTRATEGIESAREMOSTRELEVANTTOSECONDLANGUAGEREADINGPERFORMANCEPHAKITI，2003ABROWN2001HASLISTEDTENMAJORSTRATEGIESFORREADINGCOMPREHENSIONANDMOSTOFTHEMARECOGNITIVESTRATEGIESMCEWAN2004ALSOSUMMARIZESSEVENSTRATEGIESOFHIGHLYEFFECTIVEREADERS，WHICHARECLOSELYR
43、ELATEDTOCOGNITIVEANDMETACOGNITIVESTRATEGIESFLAVELL1992BELIEVESTHATMETACOGNITIVESTRATEGIESUSUALLYOCCURWHENACAREFULANDHIGHLYCONSCIOUSTHINKINGISINVOLVEDWITHREGARDTOFOURBASICLANGUAGESKILLS，METACOGNITIVESTRATEGIESAREESPECIALLYNECESSARYWHENSTUDENTSREADORWRITEANOTHERBENEFITOFPRACTICINGMETACOGNITIVESTRATEGI
44、ESISTHATTHEUSEOFSTRATEGIESPROMOTESAUTONOMOUSLEARNINGWITHTHEIMPLEMENTATIONOFNEWCOLLEGEENGLISHCURRICULUMREQUIREMENTS2004INMAINLANDCHINA,AUTONOMOUSLEARNINGHASBEENHIGHLIGHTEDINTHECONTEXTOFFOREIGNLANGUAGELEARNING，READINGISAMAJORMETHODOFLEARNINGANDSOURCEOFINPUTTOCULTIVATEAUTONOMOUSREADINGHABITSINFLLEARNER
45、SISANIMPORTANTTASKFORLANGUAGETEACHERSMETACOGNITIVESTRATEGIESARECLOSELYLINKEDWITHAUTONOMOUSLEARNINGSKILLINTHATTHEYHELPLEARNERSTOMANAGETHEIRLEARNINGOXFORD，2001；WENDEN,1991ASFORREADING，STRATEGIESLIKEMONITORINGANDEVALUATINGAREALSOCRUCIALFORHELPINGLEARNERSBECOMEEFFECTIVEREADERSMCEWAN，2004ANUMBEROFSTUDIES
46、HAVEBEENCONDUCTEDTOINVESTIGATETHERELATIONSHIPOFLEARNERSUSEOFMETACOGNITIVESTRATEGIESANDTHEIRESLEFLREADINGCOMPREHENSIONEARLYRESEARCH8SHOWSTHATMORESUCCESSFULLEARNERSAREBETTERATCHOOSINGANDCOMBININGSTRATEGIESTOSOLVEPARTICULARLANGUAGETASKSABRAHAMANDVANN,1987WENDEN1998BELIEVESTHATLEARNERSCONCEPTIONOFLANGUA
47、GELEARNINGPROCESSESCANBEREFLECTEDBYTHEIRMETACOGNITIVEKNOWLEDGEANDSTRATEGYUSESINCELEARNERSL2READINGISNATURALLYUNDERTHEINFLUENCESOFTHEIRL1CONCEPTIONOFLEARNINGPROCESSES，RESEARCHERSCOMPARELEARNERSMETACOGNITIVESTRATEGYUSEINBOTHL1ANDL2READINGBLOCKS1992STUDYDISCOVERSTHATBOTHL1ANDL2ENGLISHREADERSUSESIMILARC
48、OMPREHENSIONMONITORINGPROCESSESCARRELLS1989STUDYOFLEARNERSL1ANDL2METACOGNITIVESTRATEGYAWARENESSINDICATESTHATSTRATEGYMONITORINGISCLOSELYRELATEDTOL2READINGPERFORMANCEFURTHERMORE，THESTUDYALSOSHOWSTHATL2READERSWITHHIGHLANGUAGEPROFICIENCYPREFERTOUSE“GLOBALPROCESSES”，WHILERELATIVELYPOORREADERSTENDTOUSELOC
49、ALIZEDPROCESSES”CARRELL，1989INOTHERWORDS，EFFECTIVEREADERSPAYMOREATTENTIONTOMAINIDEAS，TEXTUALORGANIZATION，ANDRELEVANTBACKGROUNDKNOWLEDGE，WHILELESSEFFECTIVEREADERSCAREMOREABOUTWORDMEANINGANDTEXTDETAILSINTHECHINESECONTEXT,STUDENTSTENDTOUSEMORE“BOTTOMUPSTRATEGIESTHANTOPDOWNSTRATEGIESDUETOTHEINFLUENCEOFCHINESELITERACYTRADITIONPARRY,1996INADDITION，SOMEDESCRIPTIVESTUDIESALSOEXAMINEEFLLEARNERSMETACOGNITIVESTRATEGYUSEINENGLISHREADINGCOMPREHE
