Metacognitive knowledge and vocabulary knowledge in native and foreign language reading comprehension:An empirical study

【摘要】：正 The present study sets out to investigate the role of metacognitive knowledge and vocabulary knowledge in native language (NL; Chinese) and foreign language (FL; English) reading comprehension among tertiary-level EFL learners in China, in particular, the issues of how metacognitive knowledge and vocabulary knowledge contribute to NL and FL reading comprehension respectively and whether the contributions of vocabulary knowledge and metacognitive knowledge are the same for FL reading as for NL reading. The subjects consist of 380 non-English major undergraduates. The instruments include vocabulary-knowledge tests in each language, tests for reading comprehension in each language and a questionnaire on metacognitive language.