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1.2 Purpose and Significance of the Study
With the development of Cognitive Psychology，meta-cognition has drawn moreand more attention from the SLA researchers and educators since 1990s (Wenden,1991; Li&Munby, 1996; Goh, 1997; Zhang, 2001; Wu, 2006). Definitely, this theoryhas shed new light on the research of EFL writing. It's noted that the application ofmeta-cognition in writing can not only raise learners' awareness of their own aswriters and that of the writing task, but also improve their monitoring of their writingprocess (Lv Zhanwen, 2007). In other words, students without meta-cognitiveapproaches are essentially learners without direction or opportunity to review theirprogress， accomplishment， and future directions (O'Malley， Chamot，Stewner-Mazanares, and Kupper, 1985). Fang Lingling (2004) also said，"training onlearners' meta-cognitive writing strategies awareness can not only improve learners' writing scores, but also contribute to the development of their language proficiencyindirectly." Some other researchers such as Wang Ying(2007) and Huang Mei(2008)confirmed that meta-cognitive strategy training helps to improve students' writinglevel effectively and leads to more autonomy in students.
Relevant research on English writing can be generally classified into two types:study on the influential factors of learners' English writing proficiency and study onthe process of learners writing. While meta-cognition-based writing research has notbeen fully appreciated (TangFang &Xu Jinfen，2005; Lu Wenjun, 2006). The researchon the effect of meta-cognitive strategies on learners' writing performance is ratherlimited in that its research scale and depth are far from being satisfying and effective,compared with that of other strategies research. In addition, most MWST programsare conducted in key universities among English majors, while the average studentsfail to get adequate concerns or are even overlooked. And the highly sophisticatedtraining process consumes much time and energy, inevitably increasing the burden onthe teachers and students in training.Therefore，it is very significant to employ meta-cognitive strategy instruction inwriting class instruction so as to help English learners leam to write under theguidance of meta-cognitive strategies. Such instruction is to start with meta-cognitivestrategies training to make sure that every student, especially the unsuccessful ones, iswell-equipped with good meta-cognitive learning strategies so that they will have lessdifficulty making written presentation. This is what the writer intends to explore bycarrying out this research.

Chapter two Literature Review

2.1 The Overview of Meta-cognition Theory
The concept of meta-cognition has attracted great attention since it was firstproposed in 1990s by John Flavell, the pioneer researcher in meta-cognition. Sincethen many researchers and scholars devoted a lot to its definition, components andapplication, a large amount of theories and relevant experiments about meta-cognitionat home and abroad spring up when it is used in language learning.

2.1.1 Definition and Classification of Meta-cognition
Meta-cognition is often simply defined as cognition about cognition or "thinkingabout thinking' (Anderson, 2002:1). Act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。