1.1 Background of the Study
Over the recent 30 years, the attention within the field of second languageeducation has shifted from studying on teaching methods to investigating learningprocess. This refocusing has encouraged research aimed at investigating learningprocess itself rather than the products of language learning (Oxford, 1990). Manyeducation studies have investigated learner characteristics and in an effort to leadlearners towards autonomous and independent language learners. Research in secondlanguage acquisition has largely focused on learner centered approaches to secondlanguage teaching (Reiss, 1985; Wenden, 1991). As a result of this shift, languagelearning strategies have emerged not only as integral components of various theoreticalmodels of language proficiency (Ellis, 1985; Bachman and Palmer, 1996) but also as ameans of increasing learners, autonomy in language learning process. (Oxford, 1990;Benson and Vollor, 1997).The indispensable role language learning strategies play in second languageacquisition has been illustrated by many scholars and therefore，many studies havebeen conducted to explore them (Rubin, 1975 and 1981; Naiman et al, 1978; O'Malleyet al, 1985 and 1990; Ellis, 1985; Oxford, 1990 and Cohen，2017).Many of these studies investigated on the differences in behaviors betweensuccessful and unsuccessfol language learners within cognitive factors (O'Malley,Chamot, Stewner-Manzanares, Kupper, & Russo, 1985; Oxford, 1986). They have alsoanalyzed the type，variety and frequency of the students' strategy use.
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1.2 Significance of the Study
Research demonstrated an increase in language proficiency when languagelearning strategies were more frequently used, (Oxford, 1993). They can "makelearning easier, faster, more enjoyable, more self-directed, more effective, and moretransferable to new situations" (Oxford, 1990). Language learning strategies also urgethe students to become more independent, autonomous in language process. (Little，1991). 0xford(1990) also argues tiiat strategies are important for two reasons. First ofall，英语论文范文，strategies are instruments ‘‘for active, self-directed involvement, which is essentialfor developing communicative competence." The second reason is that learners whohave cultivate the ability of using learning strategies have more self-confidence andlearn more effectively. In her introduction to language learning strategies，英语论文范文，sheidentifies twelve major characters of strategies.
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2. Literature review
2.1 Metacognition
Metacognition is the foundation of metacognitive strategies. It is a psychologicalterm first brought up by Flavell(1978) after philosopher Tarski(1956) brough up theconcept of “meta，，. Scholars devote to the area give some definitions of metacognitionand divide it into some aspects. In 1978，Flavell defined metacognition as "knowledge that takes as its object orregulates any aspect of any cognitive behavior” (Flavell, 1978). Anderson(2017)simply defines metacognition as thinking about thinking. He posits metacognition as amore mental factor. Metacognitive ability has been recognized as being composed of two dimensions,they are knowledge of cognition, and regulation of cognition (Flavell, 1978). Faerchand Kasper (1983) al
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