Chapter One Literature review
1.1 Literature Review on Metacognition and Metacognitive strategy
Since the 1970s researchers have regarded “how to learn” as the core of thestudies on foreign language. This tendecy has resulted in a large amount of researchon exploring the learners’ characteristics. And before long language learningstrategies have become a significant role in the study of second language teaching.The researchers have a belief that there must be a set of strategies which can be madeuse of by learners to assist them in language learning. As Anderson (1991) stated, itis “ not simply a matter of knowing what strategy to use, but the reader must knowhow to use it successfully, and to orchestrate its use with other strategies”. Theprevious researchers on language learning strategies have been carried out byBrown(1978), Flavell(1979), Krashen(1981), Baker(1984), Barnett(1988), till Oxford(1990), O’Mally and Chamot (1990), Anderson(1991), and so forth.Kluwe combines Flavell’s(1979) metacognitive strategies with Brown’s(1980)metacognitive skills, by using the term executive processes. That is to say, Kluweassists researchers in distinguishing what is and what is not metacognitivestrategies-which was not always easily decided as was araised by the earlierargument of nonconcious and automatic thoughts. He advises to put stress on thesignificance of metacognitive research as a way to acquire greater understanding asself-regulatory organisms together with “agents of their own thinking”. During theyear 1980s, the research on metacognitive strategies has been made great progress on,in particular, O’Malley and Chamot. Based on cognitive theory, they gained a seriesof language learning strategies. As far as they are concerned, metacognitive strategiesare superior order executive skills which involves in making a monitoring, andevaluating the result of a learning activity. By practicing, these strategies are testedand addressed.
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1.2 Literature Review on Reading Teaching and Learning
1.2.1 Researches on Reading Teaching and Learning Abroad
Psychologist initiated English reading research in the late nineteenth century.Remarkable philological features are the characteristic of the research before the1960s. After that, a reading teaching methodology was founded that the readingcomprehension was based on the recognition of words and phrases and theunderstanding of the sentences. During the 1990s and 1970s, some models of thereading process were developed by a lot of scholars. There are three basic types:bottom-up model, top-down model and interactive model.A lot of researchers proposed the bottom-up model. They think reading isbasically a decoding process of understanding the author’s meaning intended for atext from the smallest units at the “bottom”(words and phrases) to larger units at the“top” (clauses, sentences). During the reading process, readers use their knowledgeof words, phrases and grammar to work on the reading text. On the basic of thetheory, teachers held the view that understanding, especially understandingsound-symbol relationship and grasping spoken languages were the foundation stepsin improving reading. Therefore, most of the teachers focused their attention on theuse of words, phrases and grammar. In this point of view, people consider reading asa process of mastering words, phrases and grammar, as a structural linguist described(B，英语论文范文，英语毕业论文
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