| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| Introduction | 第11-16页 |
| Chapter One Previous Researches on Learner Autonomy | 第16-29页 |
| ·Origins and Definitions of Learner Autonomy | 第16-20页 |
| ·Learner Autonomy Discussed in Different Contexts | 第20-24页 |
| ·Various Ways in Fostering Learner Autonomy | 第24-29页 |
| Chapter Two Relevant Theories of Metacognition | 第29-41页 |
| ·Concepts and Dimensions of Metacognition | 第29-31页 |
| ·Metacognitive Knowledge and Strategies | 第31-38页 |
| ·Metacognitive Strategy Training Models | 第38-41页 |
| Chapter Three Research Design and Results Discussion | 第41-62页 |
| ·Method | 第41-46页 |
| ·Subjects and Instrument | 第42-43页 |
| ·Pilot Research | 第43-46页 |
| ·Results Discussion of the Formal Research | 第46-60页 |
| ·Learner Autonomy in Metacognitive Knowledge | 第47-49页 |
| ·Learner Autonomy in Planning Strategies | 第49-53页 |
| ·Learner Autonomy in Problem-solving Strategies | 第53-56页 |
| ·Learner Autonomy in Directed Attention Strategies | 第56-57页 |
| ·Learner Autonomy in Evaluation Strategies | 第57-59页 |
| ·Comparison of Learners' Use of Planning, Monitoring and Evaluation Strategies | 第59-60页 |
| ·Summary of the Findings | 第60-62页 |
| Chapter Four A Suggested Model to Foster Learner Autonomy in English Listening | 第62-100页 |
| ·Introduction to the Model | 第62-65页 |
| ·In-classroom Metacognitive Strategy Training | 第65-92页 |
| ·Preparation | 第65-74页 |
| ·Conducting Metacognitive Strategy Training | 第74-89页 |
| ·Evaluation and Revision of the Training | 第89-92页 |
| ·Out-of-classroom Supervision and Counseling | 第92-100页 |
| ·Self-access Centers(SACs) | 第92-95页 |
| ·Bi-directional Listening | 第95-100页 |
| Conclusion | 第100-102页 |
| Bibliography | 第102-109页 |
| Appendix A | 第109-111页 |
| Appendix B | 第111-113页 |
| Appendix C | 第113-115页 |
| Appendix D | 第115-117页 |
| Appendix E | 第117-119页 |
| Acknowledgements | 第119-121页 |
| 在读期间科研成果目录 | 第121页 |
