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oper strategies to help students improve their ability. Ellis(1994)hinted teachers should aim at different characteristics and cognitive manner of learner, and adopted proper reading strategy, to let teaching perfect.

In 1990s, linguistics inChinadeveloped our country’s English reading studying and teaching method. A lot of studying on reading theory and reading models have occurred. For example, according to co-operative principle of Grice, Li Zhixue(1999)explored how to boost precision and all-sidedness of reading from pragmatic and schema angle. Zhang Yina(2001)proposed connection of schema reading theories and systemic-functional grammar theories. Yang Shuchen, Yang Min(2004)thought teaching analysis of discourse structure could improve the development of reading ability of students. Liu Gang(2005), Hua Huifang(2000), Li Hui(1999)held the viewpoint that reading was a complicated mental activity process, and a process of interaction, mutual exchanges of reader and the content they read. Liang Guotao(1999)said in professional reading education, teachers should cultivate and boost students’ understanding ability and order of accuracy in reading. It was an important principle in reading education. In the past years, studying of English reading at home developed a lot, and had important meaning for reading practice.

Chapter 3 Theoretical Framework

This chapter mainly deals with the framework of the thesis. The framework of this thesis is: First, it talks about studies of metacognition. Second, it gives the theories about reading theory review.

3.1 Theoretical Framework of Metacognition

Flavell (1976) holds the viewpoints that metacognition has metacognitive knowledge and metacognitive experience. Brown (1978) thinks metacognition is constituted by metacognitive knowledge and metacognitive regulation or supervision. Linguists both at home and abroad braced trichotomy method think metacognitive experience should be included. But they are not agreeing with each other in other aspects.

Actually, Flavell talks from knowledge structure of metacognition, however Brown is on dynamic level. From definition of metacognition they give, we can see clearly they think almost in the same direction.

3.1.1 Flavell’s Framework

In Flavell’s (1987) point of view, metacognition is made up of two parts: metacognitive knowledge and metacognitive experience. Flavell (1976) says that metacognitive knowledge is the part of one’s stored world knowledge which “has to do with people as cognitive creatures and with their diverse cognitive tasks, goals, actions and experience”, which means cognitive abilities and processes of a person masters, and resources in relation with the performance of proper cognitive tasks.

Metacognitive knowledge can be divided into three categories: knowledge of person variables; task variables; and strategy variables (Flavell, 1979).

Knowledge of person variables refers to the knowledge of person in proper aspect of cognition as a cognitive processor. There are three subcategories of person variables: intra-individual variables, inter-individual variables, and universal variables. Intra-individual variable talks about a person recognizing his emotion, interesting and ability rightly, and knowing how to overcome the s