| ACKNOWLEDGEMENTS | 第6-7页 |
| ABSTRACT | 第7-8页 |
| 摘要 | 第10-15页 |
| LIST OF ABBREVIATIONS | 第15-18页 |
| Chapter One INTRUCTION | 第18-25页 |
| 1.1 Background of the Study | 第18-20页 |
| 1.2 Purpose of the Study | 第20-22页 |
| 1.3 Significance of the Study | 第22-23页 |
| 1.4 The Overall Structure of the Thesis | 第23-25页 |
| Chapter Two LITERATURE REVIEW | 第25-45页 |
| 2.1 Meta-cognition | 第25-26页 |
| 2.2 Meta-cognitive Knowledge | 第26-29页 |
| 2.2.1 The Definition of Meta-cognitive Knowledge | 第26-28页 |
| 2.2.2 The Classification of Meta-cognitive Knowledge | 第28页 |
| 2.2.3 The Close Correlation among Three Aspects of Meta-cognitive Knowledge | 第28-29页 |
| 2.3 Theoretical Models of Reading | 第29-34页 |
| 2.3.1 Bottom-up Model | 第30-31页 |
| 2.3.2 Top-down Model | 第31-32页 |
| 2.3.3 Interactive Model | 第32-34页 |
| 2.4 Meta-cognition and Second Language Reading Comprehension | 第34-39页 |
| 2.4.1 Previous Studies on Meta-cognition and Reading Comprehension Abroad | 第34-37页 |
| 2.4.2 Previous Studies on Meta-cognition and Reading Comprehension at Home | 第37-39页 |
| 2.5 Vocabulary Knowledge and Reading Comprehension | 第39-43页 |
| 2.5.1 Previous Researches on Vocabulary Size and Second Language Reading Comprehension Abroad | 第40-41页 |
| 2.5.2 Previous Research on Vocabulary Size and Reading Comprehension at Home | 第41-43页 |
| 2.6 Summary | 第43-45页 |
| Chapter Three Methodology | 第45-53页 |
| 3.1 Research Questions | 第45页 |
| 3.2 Subjects | 第45-46页 |
| 3.3 Instruments | 第46-51页 |
| 3.3.1 Meta-cognitive Knowledge Questionnaire | 第46-48页 |
| 3.3.2 Vocabulary Size Test | 第48-49页 |
| 3.3.3 English Reading Test | 第49-50页 |
| 3.3.4 Interview | 第50-51页 |
| 3.4 Data Collection | 第51-52页 |
| 3.5 Data Analysis | 第52-53页 |
| Chapter Four RESULTS and DISCUSSION | 第53-74页 |
| 4.1 Analysis of the Use of MK among Students | 第53-58页 |
| 4.1.1 General Analysis of MK | 第54页 |
| 4.1.2 The Overall Use of MK | 第54-56页 |
| 4.1.3 Descriptive Statistics of the Use of Every Item in the MK Questionnaire | 第56-58页 |
| 4.2 The Correlation between the Application of MK and English Reading Comprehension | 第58-63页 |
| 4.3 The Interrelation among Vocabulary Size, Meta-cognitive Knowledge and Reading Comprehension | 第63-69页 |
| 4.3.1 Descriptive Statistics of the Vocabulary Size of Participants | 第63-66页 |
| 4.3.2 The Interrelationship among MK, VS and Reading Comprehension | 第66-69页 |
| 4.4 Interview Results | 第69-71页 |
| 4.5 Discussion | 第71-74页 |
| Chapter Five CONCLUSIONS | 第74-81页 |
| 5.1 Major Research Findings | 第74-75页 |
| 5.2 Pedagogical Contributions | 第75-79页 |
| 5.2.1 Imparting the Knowledge of Meta-cognitive Strategies to Improve Students’ Learning Ability | 第76-78页 |
| 5.2.2 Using Effective Teaching Mode to Make Students Proficient in Meta-cognitive Strategies | 第78-79页 |
| 5.3 Limitations and Suggestions for the Future Research | 第79-81页 |
| REFERENCES | 第81-90页 |
| APPENDICES | 第90-107页 |
| APPENDIX Ⅰ 非英语专业研究生英语阅读元认知调查问卷 | 第90-92页 |
| APPENDIX Ⅱ A Vocabulary Levels Test (Nation, 1990) | 第92-98页 |
| APPENDIX Ⅲ Reading comprehension test | 第98-106页 |
| APPENDIX Ⅳ Descriptive Statistics of every item in the MK questionnaire | 第106-107页 |
