学业情绪具有领域特殊性，与学习动机、元认知、认知资源等有密切关系。
Academic emotions have domain specificity, and also are related to academic motivation, meta-cognition, and cognitive resources.
元认知是人们对自身认知活动的自我意识、自我监控与自我调节，元认知理论在学习实践中具有广泛的适应性。
Metacognition, an awareness of one's own cognitive processes together with the use of self-awareness in controlling and improving cognitive processes, can be widely used in learning practice.
学习策略可以融入在听、说、读、写中去研究，而本文是对阅读中的元认知策略与认知策略进行了实证研究。
The Learning strategy can be researched mainly in listening, speaking, reading, writing and translation. I focus my research on metacognitive and cognitive strategies in reading comprehension.
首先，教师与学生都应当重视元认知学习策略对学生阅读学习的影响，教师应当有目的地培养学生的策略意识。
First of all, both language teachers and learners should come to realize the importance of learning strategies in teaching and learning effective reading.
在二语习得领域，元认知通常与有效的学习与成功的学习表现联系紧密。
It is often related to effective learning and to competent performance according to the researchers in the field of second language acquisition research.
在回顾了二语学习与阅读策略后，作者着重讨论了阅读理解过程中元认知的作用。
After an overview of the research related to L2 learners and reading strategies, the author discusses the role of metacognitive awareness in the reading comprehension process.
元认知理论的重要影响可以从元认知策略培训与具体的学习技能的教学实验中得到验证。
Metacognitive theory is influential in that some experiments have been carried out to verify the training effects of metacognitive strategy on learning specific skills.
元认知是关于认知的认知，其对学习过程的计划、监控与评价的作用与英语写作教学之间有着密切的联系。
Metacognition is the cognition of cognition, which plays the roles of planning, monitoring and evaluating in English learning. These roles are closely related to English writing teaching process.
元认知策略与学习者的学习成绩和自主学习能力有着密切联系。
Nowadays, numerous researches have found that metacognitive strategies have some close connection with learners' English performance and autonomy.
实验结果表明：（1）实验组与控制组在学习成绩上存在显著差异， 元认知策略训练有助于提升学生的英语学习成绩；
Results of the study indicate that (1) the training has a higher effectiveness in promoting the experimental group's learning performance;
实验结果表明：（1）实验组与控制组在学习成绩上存在显著差异， 元认知策略训练有助于提升学生的英语学习成绩；
Results of the study indicate that (1) the training has a higher effectiveness in promoting the experimental group's learning performance;
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