What's more, many researches on the different strategy use of successful language learners and poor language learners also have been conducted. Successful learners can monitor the reading process better compared with unsuccessful learners. They can apply and select reading strategies more flexibly according to reading content and purposes. There are also researches on training students to use learning strategies to improve their reading competence (Chamot, 2001). These studies mainly focus on strategy types used by students, the influence of strategy use on students' reading competence and the differences between students at different reading levels.

1.2 Significance and aims of the study

Reading plays an important role among four language skills for reading is the most fundamental and effective way to acquire information in English learning. Hwever, even some English learners eager to improve their reading competence by using reading strategies, they are still short of abilities in using metacognitive strategies of monitoring and evaluating the reading process.

Some researches on the positive influence of using metacognitive strategy in reading process have been conducted. But, there have not been enough researches concentrate on metacognitive strategy use of English majors in China. This paper is a data-based research on English major students’ metacognitive strategy use in reading process and its relationship between metacognitive use and reading competence. The subjects are second-year English majors. And, there will be a brief introduction of metacognitive strategies for the participants before conducting the survey. The introduction mainly involve three metacognitive strategy types: global reading strategies, problem solving strategies ana support reading strategies. Then, the results of the questionnaire will be analyzed in combination with students' final reading test scores. 

1.3 Research questions

The survey is designed in the following questions:

1) What type and frequency of metacognitive strategies do the students use in English reading?

2) What is the significant difference in students' metacognitive strategy use at different levels of reading abilities?

3) Are there any relationships between the metacognitive strategy adoption and the students' reading abilities?

We make anticipations as follows; English major students may use different metacognitive strategies in the reading process at unbalanced level. As for learners in higher level, they may use more types of strategies and their use is more effective. There is a relationship between metacognitive strategy use and students’ reading competence. 

1.4 Structure of the study

The thesis consists of five chapters. Chapter one introduces the research background, the significance and purpose of the study, research questions and structure of the study. Chapter two outlines a literature review about metacognition, metacognitive strategies and strategies applied to reading, there will also be studies on the relationship between metacognitive strategy use and reading comprehension abroad and in China. Chapter three is the methodology, including participants, study methods, data collection and analysis. Chapter four states the results and discussions. Chapter five is the pedagogical implications and conclusion. 

2. Literature review

The concept of metacognition was first put forwarded in 1970s and the metacognition theory has been highly stressed by language researchers. This part summarized the theory of metacognition from four aspects: the definition of metacognition, the definition and classification of metacognitive strategies, the definition of reading and the relationship between metacognitive strategies and English reading.

2.1 Research on metacognitive reading strategies