摘要：Currently, there is an interest in understanding second/foreign language readers’ reading strategies. They are of interest to many researchers as they show how readers interact with the written material and in what way these strategies are associated with text comprehension (Carrell, 1989, 121). Traditionally, as reading has been viewed as a cognitive task, regarding research has generally centered on such cognitive processes as language, memory, and attention, and their influence on reading skills. The restricted view of reading as a combination of decoding and comprehension has been replaced by a view that also takes readers’ awareness and control of their cognitive activities into account (Schneider, 1988, 53). In other words, recent research has begun to center upon metacognition, “metacognitive awareness of, or perceptions about, strategies and the relationships among awareness or perception of strategies, strategy use, and reading comprehension” (Waxman & Pardon, 1987; Pardon & Waxman, 1988; Barnett, 1988; Carrell, 1989a; cited in Carrell et al., 1989, 648).
