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rrange or reflect their reading activities, just learn English material itself. Moreover, they are not guided in right way. Traditional teaching methods can’t improve students’ reading ability. Overall, metacognitive reading strategies are rarely used by students in vocational colleges and their reading ability is on the low level. The concrete causes presented below:
　　　Firstly, vocational students’ English ability is weak. Although they have a fairly long period of learning time on English, compared with students in universities and colleges, they still have a long distance. Moreover, students in vocational colleges are not possessed of enough vocabulary and grammar knowledge. Lacking in knowledge leads them having more difficulties in understanding English material. Meanwhile, because students in vocational colleges lack social experience, it influences their making out what the writer means in passage. Some other students have scared mentality in learning English because of weak basis. They try vainly and lost heart. A great variety of words and grammar points lead them having headache.
　　　Secondly, teachers in vocational colleges have problems in teaching. Because students should not only accomplish English course learning in stated time, but also attend PRETCO or CET4/6. Many problems are commonly found in English teaching such as paying excessive attention to intensive reading, exam skills, ignoring students’ interests. A lot of students’ English reading ability is poor, particularly extensive reading and their extensive reading speed is slow. Furthermore, classes in vocational colleges are large in scale, and students are on various levels of learning basis. But teachers adopt the unified method to teach. It leads students caring nothing for English, because they are in passive position in reading activity.
　　　Thirdly, students lack fundamental reading strategies and skills, and they have many bad behaviors in reading. Such as reading in a low voice, pointing at words one by one in reading, silent reading, ect,. Some students lack proper methods, and they begin reading without understanding reading purpose or title. Some do not scan questions before reading, they want to comprehend the passage just by a single reading. Some like looking back the content which having been read already, and they ask themselves to memorize every word, for fear of forgetting. The result is that they can’t grasp main purpose or purport. Some read passage who measure unit by words, not by sentences, and they consult the dictionary to look up the new word once they meet. The result is that after they finish reading, they do not understand the meaning of whole passage.

1.2 Significance and Purpose of the Study研究的目的和意义
　　　Because of importance of reading in English studying and close relationship between reading and metacognitive strategy, the linguists have paid special attention to metacognitive strategy in the last decades. It was advanced in study training of preschoolers and pupils. Because the preschoolers couldn’t monitor or adjust their memory like the pupils. That is to say, they couldn’t remember materials which they have learnt. The memory is called meta-memory, and then developed to meta-cognition (Flavell, 1976). Different linguists have their own viewpoint. It can refect thinking (Kluwe, 1982), and knowing about or controlling oneself (Brown, 1987). It can also refer to unconsciousness, go w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。