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heir reading. The learners should be inspired todevelop good reading habits and practice using strategies consciously.In recent years, there has been growing interest in realizing the significance of reading strategies used bylearners while reading. A few of investigation have been conducted in reading strategies and theirrelationships to proficiency and un-proficiency learners (David, 2002). Moreover, the studies began to centralon metacognitive knowledge in the researching process of reading strategies. Barnet (1988) and Carrell(1989)have examined strategies and the relationships among strategy use ,reading comprehension and awareness ofstrategies. Since the early 70s, the study of reading strategies has been switch to the investigation onmetacognitive strategy which capacitates learners to apply cognitive knowledge and try to adjust languagelearning by planning, monitoring, and evaluating (Ellis, 1994). Since the term “metacognition” is coined byFlavell in 1978, it has been come into notice by the language learning researchers. A lot of empirical andtheoretical researches have been completed. All of these studies have showed that metacognitive strategiesplay a crucial role in assisting learners plan and monitor their comprehension while reading (Anderson, 1991,Barnett, 1989, Carrell, 1989).The applying of reading strategies will be able to facilitate comprehension. The proficient readers canextract and summarize useful information to comprehension reading material more clearly. To the contrary,unskilled readers may have obstacles in understanding texts. Besides, skilled readers invariably change theirreading strategies according to the reading text (Anderson, 1999). Skilled or good readers are able to selectappropriate reading materials on the basis of their specific needs. They know how to use different readingstrategies to resolve various reading troubles in reading process. Paris and Mayers (1981) drew a conclusionthat students who employed metacognitive strategies, particularly those who regulated their reading speed,monitored the reading comprehension, and be clear about their reading purpose, tend to be proficient readers.It is necessary to conduct supernumerary study to invest metacognitive strategies used by learners inChina. According to previous study, it reveals that encouraging students to apply metacognitive strategiesshould start with cultivate their metacognitive awareness. Then teach students know more aboutmetacognitive strategies, and most important of all, to aid students build definite knowledge about when andwhere to use strategies. https://www.51lunwen.org/reading/org201211161506253570.htmlOn the basis of the previous studies, it explains that metacognitive strategies can betrained and enhanced through instructional practices, by which students can enhance their reading ability.
　　
　　1.2 Research Objectives研究目标
　　A quantitative investigation of metacognitive strategies in English reading comprehension will beconducted in this paper. The author attempts to clarify the status quo of metacognitive strategies used bynon-English major learners in EFL reading comprehension. In addition, the differences in using readingstrategies between high proficient readers and low proficient readers are going to be revealed by means ofstatistical data. Ultimately, the relationship between the reading achievements and reading strategies will befurther interpreted.Based on the research, a great deal of statistical data will be presented to account for metacognitiv