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vation and exploration towards students, it is not difficult to find that the most prominent problem in metacognition studies is that many learners with development ability do not seem to realize how their learning process is carried out. If they do not realize this, they cannot use appropriate strategies to improve their  learning.  Metacognition  is  the  basic  theory  of  learning.  Good  readers  can consciously realize the reading process as the monitoring and reflection of their own learning  experience(Baker,  1989).  Metacognition  involves  two  aspects  of  content: readers recognize the resources related to the teaching materials, and understand the process  of  self-monitoring.  Metacognition includes  the  individual’s  own  knowledge, self-monitoring and awareness of their own experience.

2.1.1 Metacognition

In  Flavell’s  (1979)  classic  article  about  metacognition,  he  suggested  that metacognition should include knowledge of strategy, task, and person, as well as the process of planning, monitoring and regulating the cognitive activities (Paul R Pintrich, 2002). In the field of psychology, SLA is the process of constructing. It involves not only  the  process  of  recognizing,  processing  and  realizing,  but  also  the  process  of monitoring and regulating learning. 

Flavell  (1979)  defined  metacognition  as  “knowledge  and  cognition  about cognitive  phenomena”  and  bounded  this  term  to  self-regulated  learning  through  the phrase  “cognitive  monitoring”(Griffith  &  Ruan,  2005).  Griffith  and  Ruan  (2005) combined Flavell’s (1979) definition with the meaning of the key terms that noted in Webster’s New Collegiate Dictionary (1973) together. They constructed their definition: metacognition involves the awareness and judgement about an event gained through experience. 

2.2 Theoretical foundation

About how the L2 code is acquired, Krashen gave his explanation by proposing five assumptions. Among them, the Monitor Hypothesis holds that what is “learned” is only available to monitor what had already been produced. Different from linguistic theory, cognitive theory explains language as a cognitive skill, and the learning process as the process of acquiring complex cognitive skills.

2.2.1 Monitor theory

One of the most important theories in the process of second language learning is Krashen’s Monitor Theory. This theory was explained in a series of his articles in the 1970s,  and  was  expanded  and  supplemented  in  many  books(Feng,  2004)  .  Krashen believed  that  there  exists  a  universal  theory  as  “overall  theory”  for  second  language acquisition and brings important inspiration for language learning. Krashen argued that there are only two independent ways for adult second language learners to develop their second  language  ability:  One  is  “acquisition”,  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。