【正文】 ed as multiplechoice type including five choices 1, 2,3,4,5. Each choice represents one degree. 1=”never” or “almost never use”, 2= generally not used。 3= sometimes used。 4=usually used。 5=always or almost used. The questionnaire items are written in Chinese so that the participants can answer the questions correctly (see Appendix 1) Reading TestThe reading test involves 5 pieces of short passages, with 5 multiple choices in each piece. The passages are various in themes touching upon food, education, population, natural phenomena, and campus life. Then, students are expected to finish the 25 multiple choices after reading. Scores are given accordingly. The investigation by questionnaire and reading test were administered to students successively the total scores range from 0 to 60 for the questionnaire and from 0 to 50 for the reading test. Data are listed in the Appendix 2.Now the datum is ready for analysis of correlation between subjects’ reading ability and metacognitive regulation level. This section researches the frequency of the use of the learning strategies by each participant and by the highscoring and lowscoring group students.The frequency of strategy use will be observed to see whether there is any difference between the highscoring and lowscoring group subjects. The results of the research are to be presented and discussed according to the categories of strategies by Oxford (1990).It can be found that the overall use of English learning strategies by the senior high school students at present. The following section will describe the use of English learning strategies by highscoring and lowscoring students and the students between the two groups. In this study, the highscoring participants are 7 students whose reading test scores were above 40, and the lowscoring participants are the 7 students who below 20 in the reading test. (See Appendix 3)Judging from the Appendix 3, the use of strategies by highscoring students is better than that by the lowscoring. According to the analysis of strategy mean by Oxford (1990), the students in highscoring group generally uses this strategy, and the lowscoring ones sometimes use this strategy, which tells that paring to the lowscoring students, the highscoring students are much better clearer about the aim and motivation of Englishlearning.The strength of students’ motivation can be expected to have a causal effect on the quantity of learning strategies they employ. Oxford and Nyikos (1989), in a study of students of in the degree of foreign language in universities in the united states found that expressed motivation was the single most powerful influence on the choice of language learning strategies’(1989。294). Highly motivated learners used more strategies relating to formal practice, functional practice, general study, and conversation, input elicitation than poorly motivated learners’. (Ellis 1994:542) The analysis of the investigation dataIt can be found that students’ metacognitive regulation ability affects reading effectiveness to some extent. Moreover, the further analysis of the data generates the following findings: the metacognitive strategies can be put in order according to their rate of utilization. (See Appendix 4)1. working out the objectives (mean: )2. setting goals and objectives (mean:)3. asking questions while reading (mean: )4. realizing the difficulties and working out them while reading (mean:)4. adjusting reading speed and strategies (mean:)5. overviewing the already known material (mean:)6. deciding in advance to pay attention to a reading task. (mean:)7. determining additional language elements or functions necessary for task. (mean:)8. identifying the context (mean:) 9. sorting out the logical structure of the material (mean:) 10. evaluating whether the material is clear in content, cohesion and integrity (mean:)11. working out the proper standard to regulate your reading effect (mean:)It can be seen in Appendix 4 that the average scores of most items are about is item 1 the view on working out the objectives (mean= ), and item 2, the view on setting goals and objectives (mean= ) that are the higher scores among 12 items. In other words, all the participants approve the statements on reading activities and decide the usefulness of working out the objectives, setting goals and objectives. So it is necessary for students to do that while reading. It is also important to realize the difficulties and work out them while reading. (item 4, mean=)It is also obvious that most of the means of the metacognitive strategies fall within the range of , which is defined as medium use. It can be seen that all the participants use learning strategies medially, although they may not notice them. It suggests that Chinese students do employ metacognitive strategies in their reading medially. However, some lower means are the view on working out the proper standard to regulate your reading effect (item 12, mean=) and sorting out the logical structure of the material (item 10, mean: ), besides, evaluating whether the material is clear in content, cohesion and integrity (item 11, mean=). English teaching in high school also pay attention to cultivate students’ reading ability, but for the reason that the traditional English class teaching is excessively in charge with the teaching task of basic language knowledge, such as vocabulary, grammar, English teachers often spend much time and energy on the knowledge imparting, reviewing, mastering handling. However, the special reading training, especially the training of reading ability whose core is language sense, thinking ability, and reading skillful are deficient. That will induce that students’ reading ability fails in improving effectively. The extrinsic showing is that students often lose points in reading prehension and closing. In other words, it is te