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rd by Gough (1972), is a cognitive processin which the information processing model is applied to the reading. Seen from the aspectof linguistics, it is the reading process from a low level to a high level. More specifically, itis such a gradual rising process from seeing the word or phrase, and then to sentences, andto paragraphs or chapters. “Bottom-up” model of reading emphasizes on the cognitiveprocess of text materials, so is also called “driven” text. But the reading model is just aword by word reading, ignoring the role of the reading strategies in the process of reading.
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2.2 Meta-cognitive strategies
One of the vital factors in the process of learning English language is readingcomprehension. Researchers have indicated that the process of comprehension is quitecomplex and students often struggle in constructing the meaning and comprehension oftext (Grabe & Stoller, 2002; Wang, Xu & Zhao, 2015). Moreover, the difficulty incomprehension is a central attention for researchers, and it has been suggested that, one ofthe essential factors that can possibly enhance readers’ comprehension is meta-cognitivestrategy. (Salataki & Akyel, 2002; Saeed, 2016). The current section will begin withproviding the definition of meta-cognitive strategies. Next, several kinds of classificationsand features of meta-cognitive strategies that have existed in the language learningstrategies field will be considered. Finally, the meta-cognitive strategies for Englishreading will be given.Meta-cognitive concept starts with meta-memory research of Flavell (1971), acognitive psychologist. Flavell (1971) points out that meta-cognition is the cognitionsubjects’ awareness of their own cognitive activities. This awareness is not only thedynamic understanding, the current meta-cognitive activities (self-monitoring), but also thestatic understanding (meta-cognitive knowledge). Meta-cognition considers the cognitiveprocesses and results as the object, with the adjustment and monitoring of cognitiveactivities as the external performance.
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Chapter Three Research Methodology........ 20
3.1 Research questions...........20
3.2 Research participants....... 20
3.3 Research instruments....... 21
3.4 Research design.......26
3.5 Research procedures........ 27
3.6 Data collection and processing.......... 35
3.7 Summary of Chapter Three.......36
Chapter Four Data Analysis and Discussion........37
4.1 Data analysis and discussion on Research Question 1.......... 37
4.2 Data analysis and discussion on Research Question 2.......... 50
4.3 Data analysis and discussion on Research Question 3.......... 58
4.4 Summary of Chapter Four........ 63
Chapter Five Conclusion.... 65
5.1 Major findings.........65
5.2 Pedagogical implications.......... 66
5.3 Limitations of the study............ 69
5.4 Suggestions for further study....69

Chapter Five Conclusion

In this chapter, the conclusion for the whole study is presented. Some major findingsinterpreted in Chapter Three and Chapter Four are generalized as well. Additionally, thepedagogical implications are also provided in this chapter. Finally, limitations andsuggestions are put forward for the further study.

5.1 Major findings

Some major findings had been unveiled through the quantitative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。