英语论文网

k not only the approach and training, but also the strategies to controltheir cognition and their autonomic learning ability.This study makes effort to find some ways to solve the problems. Its aim is toexplore and indicate whether meta-cognitive strategy training can be introduced inEnglish reading teaching in junior high school. The concrete benefits are expected asfollows: to teachers’ aspect, they will perform more vividly and more creatively. Theycan be promoted to adopt advanced theoretical research; to students’ aspect, they willrealize the significance of meta-cognitive strategies and use meta-cognitive strategiesin English reading. They can convert English learning into a dynamic and autonomicprocess by self-plan, self-select, self-monitor and self-evaluate. This can not onlyimprove their exam scores, but make their English reading more effective andefficient. It is hoped that students can be conducted with the ability of meta-cognitivestrategy to accomplish English reading comprehension and become autonomic andindependent learners.
.......

Chapter Two Literature Review

Meta-cognitive strategy is a category of learning strategies, and also an elementof meta-cognition. The basic knowledge of meta-cognition is the foundation ofmeta-cognitive strategy use. The author gives a review of meta-cognitive strategyfrom two aspects: language learning strategies and meta-cognition. First, the authormakes a review of the definition of learning strategy. Then in the second part, theauthor discusses meta-cognition, meta-cognitive strategy concerning its definition,classification and relationship with reading comprehension. Finally, there is a glimpseof related researches abroad and at home.

2.1 Language learning strategies
As for the leaning strategies, there’re various definitions and classification isdifferent. In this chapter, the writer will mainly present the definition andclassification of language learning strategies.There are a great deal of definitions of language learning strategies given byvarious researchers. Some emblematic ones are listed as following.Rubin(1975), a pioneer among the earliest researchers in this field, provides avery broad definition of language learning strategies as “the techniques or deviceswhich a learner may use to acquire knowledge”Stern(1983) defines the language learning strategies like this, “strategies in ourview are best reserved for general tendencies or the general characteristics of theapproach used by the language learners, learning skills as the items to refer to specialforms of observable learning action”.
.......

2.2 The theory of meta-cognition
To obtain a further understanding of meta-cognitive strategies needs aconsideration of following: definitions of meta-cognition, definitions ofmeta-cognitive strategies, as well as classifications of meta-cognitive strategies.The concept “meta-cognition” was first put forward by J. H. Flavell in 1976. ,who is an American developmental psychologist, in his book Cognitive Development.In his opinion, “meta-cognition” refers to one’s knowledge concerning one’s owncognitive processes and products or anything relevant to them, so that they canself-plan, self-monitor to different situation, self-examinate, and promote theirlearning process. Since the introduction of meta-cognition by Flavell, manyresearchers have different opinions on meta-cognition,本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。