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the metacognitive strategies, leaving the metacognitive knowledge outof sight. Metacognitive knowledge as the important part of the metacognition hasn’t been givenenough attention, and the researches of the metacognitive knowledge in the writing aren’tenough to carry out. What’s more, few researches of the metacognitive knowledge are carriedon the vocational students. Therefore, in order to make up for deficiency, we need to carry outan empirical study of the metacognitive knowledge.
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Chapter Two Literature Review

2.1 Theoretical Foundations of Metacognitive Knowledge
Cognition and metacognition are both studied from the perspectives of psychology, andthere is a close relationship between them. Consequently, it’s necessary for us to study thecognition Theory. When people contact with the world, the cognition begins to take effect.Cognition whose process includes the transformation, processing, storing and use of inputinformation is the scientific study of a thinking mind, and it is closely related to how people getthe information of the world, how the information is stored in the brain and how we use theinformation to solve the problems, to think and to express our thoughts. Cognition is a coursesimilar to the computers’ processing course and has some differences with theStimulate-Response and the automatic process. It is a course of active construction of thesensory input. When this method is put into use in the second language learning, it can besummarized as follows: “Because learning is considered to include internal representationswhich regulate and guide performance, it is a cognitive process. With the improvement of theperformance, there is constant restructuring as learners simplify, unify, and regulate theirrepresentations.” (McLaughlin, 1987).
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2.2 Studies of Metacognitive Knowledge Theory
As is written by Flavell (1979), metacognition consists of two parts: metacognitiveknowledge and metacognitive experiences. Based on lots of researches and studies onmetacognition, many researchers offer their viewpoints on it. From the perspective of Brown,metacognition consists of two parts: metacognitive knowledge of cognition and self-regulationor regulation of cognition. As have mentioned above, even if there are many differentclassifications of the metacognitive elements, metacognitive knowledge is still one of theimportant aspects of metacognition. Furthermore, there will be much more discussions onmetacognition. Based on these two definitions, the conclusion thatwe can draw is that metacognitive knowledge can be regarded as the basic knowledge of thecognitive enterprise, and it influences the cognitive process and cognitive result. It includes“primary knowledge or beliefs that are about what factors or variables interact in what kind ofways to have an effect on the process and results of cognitive enterprises” (Flavell, 1979: 907).It is composed of“information that is about his or her own capabilities, limitations andconsciousness of difficulties as they emerge in the process of English learning so that remedialmeasures must be taken” (Gredler, 2004: 234).
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Chapter Three Research Methodology ..... 27
3.1 Research Questions ...... 27
3.2 Research Subjects ........ 28
3.3 Research Instruments ........ 28
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