| CHINESE ABSTRACT | 第1-6页 |
| ENGLISH ABSTRACT | 第6-8页 |
| ACKNOWLEGEMENTS | 第8-12页 |
| TABLES AND FIGURES | 第12-13页 |
| 1． INTRODUCTION | 第13-16页 |
| 1．1 Background of the research problem | 第13-14页 |
| 1．2 Purpose of the present study | 第14-16页 |
| 2． RATIONALE IN LANGUAGE LEARNING STRATEGIES (LLSs) RELEVANT TO THE PRESENT STUDY | 第16-32页 |
| 2．1 The origin of language learning strategies | 第16-17页 |
| 2．2 Theory of L2 learning: Cognitive Psychology | 第17-22页 |
| 2．2．1 Information processing | 第17-18页 |
| 2．2．2 Constructivism | 第18-21页 |
| 2．2．3 Anderson's ACT* Model | 第21-22页 |
| 2．3 Definition of a language learning strategy | 第22-23页 |
| 2．4 Classifications of language learning strategies | 第23-28页 |
| 2．4．1 Rubin's(1987) classification of language learning strategies | 第24-25页 |
| 2．4．2 Oxford'(1990) classification of language learning | 第25-26页 |
| 2．4．3 O'Malley's(1985) classification of language learning | 第26-28页 |
| 2．5 Previous studies on successful strategy use | 第28-30页 |
| 2．6 Importance of language learning strategies in language learning and teaching | 第30-32页 |
| 3． READING TEACHING AND READING STRATEGIES | 第32-45页 |
| 3．1 The psycholinguistic model of reading | 第32-34页 |
| 3．1．1 Bottom-up models | 第33页 |
| 3．1．2 Top-down models | 第33页 |
| 3．1．3 Interactive models | 第33-34页 |
| 3．2 The nature of schema theory and its application to the reading process | 第34-37页 |
| 3．2．1 Schema and reading process | 第34-35页 |
| 3．2．2 Schemata and differences in comprehension | 第35-36页 |
| 3．2．3 Application of schema theory to ESL reading | 第36页 |
| 3．2．4 Limitations in use of schema theory in ESL teaching | 第36-37页 |
| 3．3 Training the students' metacognitive awareness in reading comprehension | 第37-39页 |
| 3．3．1 Metacognitive and metacognitive strategy | 第37-38页 |
| 3．3．2 Metacognitive awareness and reading comprehension | 第38页 |
| 3．3．3 Training the readers' awareness of strategies | 第38-39页 |
| 3．4 Relevant studies on development of reading strategies | 第39-42页 |
| 3．4．1 Importance of improving the students' reading strategies | 第39-40页 |
| 3．4．2 The comprehensive classifications of reading strategy | 第40页 |
| 3．4．3 Reading strategies of successful and unsuccessful learners | 第40-42页 |
| 3．5 Strategy use and individual differences | 第42-45页 |
| 4． THE PRESENT STUDY | 第45-57页 |
| 4．1 Key questions for the experimental research | 第45页 |
| 4．2 Learner participants | 第45-46页 |
| 4．3 Materials | 第46-47页 |
| 4．3．1 Three English examination papers | 第46页 |
| 4．3．2 The questionnaire | 第46-47页 |
| 4．4 The procedures of the experimental research | 第47-50页 |
| 4．4．1 Planned actions | 第47-48页 |
| 4．4．2 Test data analysis | 第48-50页 |
| 4．4．2．1 The first post-test during the experiment | 第48-49页 |
| 4．4．2．2 The second post-test during the experiment | 第49页 |
| 4．4．2．3 The third post-test during the experiment | 第49-50页 |
| 4．4．3 The conclusion analysis | 第50页 |
| 4．5 The questionnaire analysis | 第50-57页 |
| 4．5．1 Questionnaire process | 第50-51页 |
| 4．5．2 Data collection and analysis | 第51页 |
| 4．5．3 Results | 第51-54页 |
| 4．5．4 Discussion | 第54-57页 |
| 5． CONCLUSIONS | 第57-60页 |
| 5．1 Findings of the study | 第57页 |
| 5．2 Suggestions for strategy training | 第57-59页 |
| 5．3 Implications for future researches | 第59-60页 |
| References | 第60-64页 |
| Appendix | 第64-66页 |
