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Chapter One Introduction

1.1 Background of the study
Anderson(Anderson, 2004) pointed out that reading is a basic skill for language learners,reading is the most important skill to master. Besides, reading comprehension takes upa big part in many language proficiency tests. In order to stress on the importance ofreading comprehension, New English Curriculum Standard for Senior High Schoolclearly advocates that one of the main purposes of English teaching is to train thestudents to be skilled at reading. Chang Mei (2007) stated that it is teachers’ duty toassist students to become autonomous and independent readers who can readefficiently and fluently at any time. However, many senior high school students stillfeel difficult and remain poor in English reading, which can be evidenced by their poorperformance in reading comprehension of various standardized English tests. Thereasons in the following may explain this phenomenon. On one hand, in Englishreading class, the traditional teacher-centered teaching approach is still in a dominantposition, during the teaching process, there is a general tendency that teachers laymore stress on grammar and syntax analysis than on the connotation or readingmaterials and the training of strategies. Consequently, most students lack readingstrategies and some of them even do not know how to read. Although some studentsknow some reading strategies, they cannot use them at the appropriate time or onproper occasions. On the other hand, the students spend time in reading just to finishlearning tasks, therefore, their input in class is insufficient. Even though the studentsread sometimes, usually, they just read textbook and comprehension exercise passages.In a word, their reading is limited. The lack of sufficient input makes it very hard forthem to improve their English reading skills and even other English proficiency. Thus,our English reading teaching is confronted with a difficult situation.

研究的背景
安德森（安德森，2004年）指出，阅读是一项基本技能，语言学习者，阅读是掌握最重要的技能。此外，阅读理解需要乌帕很大一部分在许多语言能力测试。为了强调阅读理解，高中英语新课程标准明确主张英语教学的主要目的之一是培养学生善于阅读的重要性。昌梅（2007）指出，教师的职责是帮助学生成为自主和独立的读者可以阅读效率和流利随时。然而，许多高中学生仍然觉得很难在英语阅读，可以证明了他们的各种标准化英语考试的阅读理解中表现不佳和持续贫困。

Therefore, there is an urgent need for an effective teaching method for reading.Researchers and teachers have gradually realized that teachers should pay moreattention to reading skills and learning strategies during the educational process thanbefore to get better learning outcomes. Schraw (2001) reported that meta-cognitionenables learners to more reasonably make overall use of their cognitive skills and todiscover the shortcomings and deficiencies that can be corrected by building newcognitive skills, therefore, meta-cognition is essential to successful learning.Meta-cognition can be simply defined as “thinking about thinking” (Anderson,1991: 460). Learners are meta-cognitively conscious of what measures to take whenthey do not know what to do. It is generally believed that meta-cognition plays animportant role in reading comprehension. Reading strategies are regarded as instancesof meta-cognition and meta-comprehension are “any deliberate control of activitiesthat give birth to comprehension” (Brown, 1980:456). These meta-cognitive skills areobviously not developed in most of the senior high school students.

1.2 Significance of the present study
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