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笔者认为元认知策略训练能有效地促进学生阅读策略的使用，尤其是阅读计划策略的使用。这种训练能有效地提高学生的阅读能力，尤其是英语阅读水平较低的学生。培训给不同阅读水平的学生带来的主要变化是：A组学生在阅读后反思方面有了很大的进步，B组学生的阅读效率得到了提高，C组学生的阅读兴趣和信心得到了提高。

Chapter One Introduction

1.1 Research Background

As a foreign language or a second language, English occupies an important position in Chinese  educational  system.  The  role  of  English  reading  is  highly  emphasized,  as  the important way to improve students’ English ability. Alderson (2000) pointed out that reading is the basic skill of L2 learners, and even the most important skill.

In  recent  years,  with  the  development  of  language  learning  and  teaching  research,  the academic circle has paid much attention to the study of English reading. Under the influence of  behaviorism  theory,  traditional  reading  teaching  emphasizes  teacher  orientation  and neglects  the  response  of  students,  who  are  regarded  as  passive  recipients  of  information. With the rise of cognitivism, researchers are beginning to realize that learning is a process by which  students  construct  cognitive  structures  actively  in  their  minds.  In  the  process  of reading,  students  construct  their  own  knowledge  systems.  Therefore,  more  and  more educators  and  researchers  have  begun  to  study  how  teachers  in  reading  teaching  can  help students  to  read  and  understand  the  reading  materials  actively,  and  turn  them  into autonomous English reading learners.

As learning strategies, metacognitive strategies play a decisive role in students’ English reading  learning.  Students  who  can  better  use  metacognitive  strategies  show  greater autonomy  in  their  learning  process.  Meanwhile,  research  shows  that  one  of  the  essential factors  that  can  possibly  enhance  learners’  reading  comprehension  is  the  use  of  reading metacognitive  strategies  (Salataci  &  Akyel,  2002).  Also,  Mokhtari  and  Reichard  (2002) mentioned  that  the  awareness  of  reading  metacognitive  strategies  can  assist  learners  in comprehending  text  properly  and  promote  their  English  learning  as  a  foreign  or  second language. On the other hand, studies show that students, especially those with poor English reading ability, cannot use metacognitive strategies well (Sheorey & Mokhtari, 2001; Smith, 1967).  Therefore,  how  to  help  students  effectively  use  metacognitive  strategies  in  doing reading tasks and improve their English reading ability has become an important topic.

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