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he  meta-cognitive strategies  awareness  and  reading  comprehension  as  well  as  the  strategies training(Olshavsky,  1977;  Padron,  Knight  &  Waxman,  1986;  Block,  1986;  Anderson, 1991; Jimenez et al, 1996; Singhal, 2001). Grounded on the results above, the focus of research turns to the training of learning strategies, in the hope that poor learners could achieve the same learning proficiency as the successful learners do. All the scholars who have researched the reading strategies employed by good readers and poor readers agree that  good  readers  actually  know  not  only  what  reading  strategies  they  should  use  but also how to use them successfully. Hence, reading strategies instruction and training are based  on  the  idea:  successful  reading  activities  depend  on  reasonable  strategies  use. 
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2.2 Previous Researches at Home 
Over  the  past  twenty  years,  most  domestic  researchers  have  usually  used questionnaires  to  study  reading  strategies  and  meta-cognitive  strategies.  They  draw much  of  their  attention  to  the  importance  of  the  meta-cognitive  strategies  in  English reading.  Liu(2002)  investigates  Chinese  English  learners’  reading  strategies  use.  She finds  that  it  is  frequent  for  Chinese  English  major  students  to  use  reading  strategies. Besides,  she  also  explores  that  there  are  evidently  different  between  good  and  poor readers in strategies use, which is accordance with the research result abroad.  Some scholars make great contributions to the studies on the relations between the meta-cognitive  strategies  and  reading  comprehension.  Yang(2002)  does  a  survey  to illustrate  the  correlation  by  collecting  and  analyzing  data  on  independent  variable meta-cognition,  dependent  variable  EFL  reading  comprehension  and  control  variable EFL  proficiency.  The  findings  show  that  there  is  a  positive  relation  between  the students’  meta-cognition  status  and  their  EFL  reading  achievement.  Meanwhile, meta-cognition has an influence on EFL reading performance. Besides, Liu(2004) does an  empirical  study  to  verify  the  relationship  between  meta-cognitive  strategies  and English reading. She reveals that most of English major students in China occasionally use  the  meta-cognitive  strategies  in  English  reading.  Among  the  four  classifications  of meta-cognitive strategies, students comparatively use the category of selective attention most  whereas  the  evaluating  category 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。