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loomfield, 1993: 500-501):“The person who learns to read, acquires the habit ofresponding to the sight of leaders by the utterance of phonemes. This does not meanthat he is leading to utter phonemic habits are thoroughly established. ”
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Chapter two Theoretical Foundations

2.1 Metacognition
A demonstration, in his theory, one of the neo-Piagetian theories of cognitivedevelopment, used the term hyper-cognition to refer to self-monitoring,self-representation, and self-regulation processes, which are regarded as integralcomponents of the human mind. Moreover, with his colleagues, he showed that theseprocesses participate in general intelligence, together with processing efficiency andreasoning, which have traditionally been considered to compose fluid intelligence.Different fields define metacognition very differently. Metacognition variouslyrefers to the study of memory-monitoring and self-regulation, meta-reasoning,consciousness / awareness and auto-consciousness / self-awareness. In practice thesecapacities are used to regulate one’s own cognition, to maximize one’s potential tothink, learn and to the evaluation of proper ethical / moral rules.
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2.2 Metacognitive Strategies

2.2.1 The Definition of Metacognitive
StrategiesEllis (1995) defined metacognitive strategies as a cognitive process of knowledgeusing and a design carried out by planning, monitoring and evaluating languagelearning process and efficiency.Wenden (1999) considers metacognitive strategies as skills that learners organize,design, direct and adjust their learning process. In his opinion, metacognitiveknowledge is the basis of metacognitive strategies, and strategic knowledge means“general knowledge about what strategies are, why they are useful, and specificknowledge about when and how to use them”.According to Cohen (1990),metacognitive strategies is strategies to deal withpre-assessment and pre-planning, on-line planning and evaluation, and post-evaluationof language learning and using activities. Such strategies as these require learners tocontrol their own cognitive activities by planning, organizing, adjusting and evaluatingthe processes of learning.O’Malley and Chamot defines metacognitive strategies as activities one takes tothink about the learning processes, to plan for learning and to self-evaluate the resultsafter the learning activities have been completed.Through the various definitions by different researches, it is easy to find out thatthe importance of metacognitive strategies is gradually being focused on with theresearches in this area’s developing. At present, metacognitive strategies are defined asa special kind of skills which are made use of together with metacognitive knowledgein one’s mind, being able to manage, to plan, to choose proper activities, to organizethem, to monitor or to regulate and adjust the cognitive processes and to evaluate theefficiency. During the processes, the learner actively and fully makes use of whatmetacognitive strategies in their mind and completes the task efficiently.
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Chapter Three Empirical Study............20
3.1 The Purpose of the Experiment........20
3.2 Subjects............20
3.3 Research Instruments........21
3.3.1 Questionnaire......22
3.3.2 The Pre....test and Post....test..........22
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