| 摘要 | 第1-9页 |
| Abstract | 第9-11页 |
| Introduction | 第11-17页 |
| Chapter 1 A Historic Overview of the Studies in Developing Learners' Metacognitive Language Learning Strategies | 第17-38页 |
| ·A Theoretical Discussion of Language Learning Strategies & Their Classifications | 第17-24页 |
| ·The Definitions of Language Learning Strategies | 第17-18页 |
| ·Classifications of Language Learning Strategies | 第18-22页 |
| ·Metacognitive Strategies | 第20-21页 |
| ·Cognitive Strategies | 第21页 |
| ·Social/affective strategies | 第21-22页 |
| ·The Relationships among Metacognitive, Cognitive and Social/affective Language Learning Strategies | 第22-24页 |
| ·An Overview of the Empirical Research in the Area | 第24-35页 |
| ·The Necessity of Metacognitive Language Learning Strategy Instruction | 第35-38页 |
| Chapter 2 Methodology | 第38-62页 |
| ·General Background | 第38-40页 |
| ·Instrument | 第40页 |
| ·Subject | 第40页 |
| ·The Fieldwork and its Ups and Downs | 第40-58页 |
| ·Metacognitive Awareness Training | 第40-51页 |
| ·Pilot Work | 第42-44页 |
| ·Instruction | 第44-51页 |
| ·Metacognitive Reading Strategy Training | 第51-58页 |
| ·Pilot Work | 第53-55页 |
| ·Instruction | 第55-58页 |
| ·The Designs of the Questionnaire and the Test and the Items on them | 第58-59页 |
| ·The Designs of the Questionnaire Investigating the Effect of Metacognitive Awareness Training and the Items on it | 第58页 |
| ·The Design of the Test Investigating the Effect of Metacognitive Reading Strategy Training and the Items on it | 第58-59页 |
| ·Data Collection | 第59页 |
| ·Data Analysis | 第59页 |
| ·Reliability | 第59-61页 |
| ·Limitations | 第61-62页 |
| Chapter 3 Findings & Analysis | 第62-73页 |
| ·Findings | 第62-69页 |
| ·The Findings from the Questionnaire and Mid-term Examination Investigating the Effect of Metacognitive Awareness Training after the Training | 第62-65页 |
| ·The Findings from the Test Investigating the Effect of Metacognitive Reading Strategy Training after the Training | 第65-69页 |
| ·Analysis | 第69-72页 |
| ·Analysis of the Findings Obtained from Metacognitive Awareness Training | 第69-70页 |
| ·Analysis of the Findings Obtained from Metacognitive Reading Strategy Training | 第70-72页 |
| ·Conclusion | 第72-73页 |
| Chapter 4: Pedagogical Implication | 第73-81页 |
| ·The Significance of College Freshmen's Mastery of Metacognitive Language Learning Strategies | 第73-77页 |
| ·Helping College Freshmen Achieve Learner Autonomy | 第74-75页 |
| ·Helping College Freshmen Better Understand Learning Task | 第75-76页 |
| ·Helping College Freshmen Prepare for and Plan Their Learning | 第76页 |
| ·Helping College Freshmen Select, Use and Orchestrate Appropriate Strategies | 第76-77页 |
| ·Helping College Freshmen Examine and Monitor Their Strategy Use | 第77页 |
| ·The Significance of College Freshmen's Mastery of Metacognitive Reading Strategies | 第77-81页 |
| ·Helping College Freshmen Monitor the Reading Process | 第77-78页 |
| ·Helping Establish Learner-centered Teaching Approach in Intensive Reading Class | 第78页 |
| ·Helping Teachers Assume New Roles in Classroom Teaching | 第78-81页 |
| Appendix | 第81-89页 |
| Bibliography | 第89-93页 |
| 论文作者在学期间发表的学术论文目录 | 第93-94页 |
| Acknowledgements | 第94页 |
