英语论文网

led dichotomy method of metacognitive structure. He distinguished metacognitive knowledge and regulative knowledge and divided metacognitive knowledge into tasks, subjects and strategies. Brown stressed there were three elements in regulative knowledge, which were: planning, monitoring and evaluating knowledge. All of the knowledge about these three components helped students use appropriate metacognitive strategies in learning English. A metacognitive experience was effective or cognitive conscious experience that was pertinent to the conduct of intellectual life (Flavell, 1987). Metacognitive knowledge was knowledge about cognitive activity which one accumulated according to his experience. Namely, it was one’s knowledge of elements which influenced cognitive activity, and interaction with one another and result. Metacognitive supervision referred to one served ongoing cognitive activity as object when doing a cognitive activity, and continuously monitoring, controlling it actively. Metacognitive knowledge took effect through metacognitive supervision.

However, other people held criticism on dichotomy (CavanatIgh&Perlnmtter，1982). They thought metacognitive structure should include 3 parts: metacognitive knowledge, metacognitive experience and metacognitive supervision or regulation. It was called trichotomy method of metacognitive structure. Relation between metacognitive experience and metacognition was not so close, it involved more emotional experience in cognitive activity, and however emotion belonged to our research field. So, trichotomy method of metacognitive structure was another kind of sort when it achieved emotional experience into cognitive field.

Flavell thought it would lead to volumes of practices when learners master metacognitive knowledge. However, metacognitive practice involved the use of adjusting and using of metacognitive strategy (Brown, 1987). Metacognitive strategy refers to self-monitoring, regulating, or guiding behaviors in studying process. O’Malley and Chamot (1990) said that metacognitive strategy is senior management skills of planning, supervision and self-evaluation of cognitive activity. It took centre effect in studying. O’Malley and Chamot (2001) further classified metacognitive strategy into four classes: plan, choice, supervision and evaluation.

McNeil (1987) said that metacognitive knowledge in English reading asked readers to perform proper strategies and be aware of the usage and characteristics of the strategies which was used. Then, the readers should also evaluate their own behaviors in reading. McNeil stated, “metacognition can be defined as one’s awareness of writer’s purposes for reading and then perform in achieving these purposes, and how to regulate progress through self-evaluating of comprehension and self-test”(p.104). He listed main processes of metacognitive as follows:

1. Proper knowledge about recognizing one’s own advantages and disadvantages in reading comprehending.

2. Proper knowledge about knowing the essential points to complete reading comprehension with the help of proper reading strategies. Having a deep understanding of how to plan before reading activity, and finding the methods to assess or make progress and evaluate after action was done. Then, readers could revise by themselves.

3. Proper knowledge about monitoring oneself and be awar