| Acknowledgements | 第1-4页 |
| Abstract | 第4-6页 |
| 摘要 | 第6-10页 |
| Introduction | 第10-13页 |
| Chapter 1 The concept of metacognition & metacognitive strategies | 第13-24页 |
| ·Introduction | 第13页 |
| ·The definition of metacognition | 第13-18页 |
| ·Flavell’s contribution to metacognition | 第13-15页 |
| ·Kluwe’s contribution to metacognition | 第15-17页 |
| ·Self-efficacy and motivation | 第17-18页 |
| ·Summary | 第18页 |
| ·Metacognition applied in second language acquisition (SLA) | 第18-20页 |
| ·The potential of metacognition in SLA | 第18-19页 |
| ·Anderson’s five components of metacognition in SLA | 第19-20页 |
| ·Metacognitive strategies | 第20-23页 |
| ·The classification scheme of metacognitive strategies | 第20-22页 |
| ·Metacognitive strategies vs. cognitive strategies | 第22-23页 |
| ·Summary | 第23-24页 |
| Chapter 2 Learning strategy training | 第24-32页 |
| ·Introduction | 第24页 |
| ·The significance of metacognitive strategy training | 第24-26页 |
| ·Metacognitive strategy training facilitates learners’efforts to master English | 第24-25页 |
| ·Metacognitive strategy training increases learners’motivation | 第25页 |
| ·Metacognitive strategy training helps learners develop self-access learni | 第25-26页 |
| ·Issues and principles in strategy training | 第26-28页 |
| ·Issues in strategy training | 第26-27页 |
| ·Principles in strategy training | 第27-28页 |
| ·Models of strategy training | 第28-30页 |
| ·Oxford’s model (1990) | 第28-29页 |
| ·Cohen’s step-by-step approach (1998) | 第29页 |
| ·O’Malley & Chamot’s CALLA (1990) | 第29-30页 |
| ·Summary | 第30-32页 |
| Chapter 3 An Empirical research | 第32-62页 |
| ·Introduction | 第32页 |
| ·Research objectives | 第32页 |
| ·Research methodology | 第32-35页 |
| ·Subjects | 第32-33页 |
| ·Instruments | 第33-35页 |
| ·Metacognitive strategies training within the framework of CALLA | 第35-50页 |
| ·Instructional framework of the training | 第35页 |
| ·Two training contents: metacognitive awareness training and metacogmitive strategies training on specific abilities | 第35-50页 |
| ·Metacognitive awareness training | 第36-38页 |
| ·Metacognitive strategy training procedure on specific abilitiesvocabulary, listening and reading | 第38-50页 |
| ·Training on vocabulary learning | 第38-41页 |
| ·Training on listening ability | 第41-46页 |
| ·Training on reading ability | 第46-50页 |
| ·Findings and discussions of the research | 第50-61页 |
| ·Findings of the pre-training survey | 第50-52页 |
| ·Findings of the classroom observations | 第52-53页 |
| ·Findings of the two retrospective interviews | 第53-55页 |
| ·Findings of the three tests | 第55页 |
| ·Findings of the post-training questionnaire on the use of metacognitive strategies | 第55-59页 |
| ·Discussions | 第59-61页 |
| ·Summary | 第61-62页 |
| Chapter 4 Implications for teaching non-English majors of higher vocational education | 第62-67页 |
| ·Introduction | 第62页 |
| ·Implications for Chinese practitioners in ESL | 第62-67页 |
| Chapter 5 Conclusion | 第67-70页 |
| Bibliography | 第70-74页 |
| Appendix A | 第74-77页 |
| Appendix B | 第77-78页 |
