| ABSTRACT | 第1-6页 |
| 中文摘要 | 第6-7页 |
| CONTENTS | 第7-9页 |
| TABLES | 第9-10页 |
| ACKNOWLEDGEMENT | 第10-11页 |
| 1. INTRODUCTION | 第11-14页 |
| 1. 1 Background | 第11页 |
| 1. 2 Problems | 第11-12页 |
| 1. 3 Research purpose | 第12-14页 |
| 2. PROBLEMS IN SENIOR MIDDLE SCHOOL ENGLISH LEARING | 第14-22页 |
| 2. 1 A survey on learning method | 第14-17页 |
| 2. 1. 1 Procedures of the survey | 第14-15页 |
| 2. 1. 2 Findings and discussions | 第15-17页 |
| 2. 1. 3 Problems of learners | 第17页 |
| 2. 2 Secondary research in learning style and strategies | 第17-19页 |
| 2. 3 The interpretation of the survey and the secondary research | 第19-20页 |
| 2. 3. 1 Different beliefs about language learning | 第19-20页 |
| 2. 3. 2 Lacking learning strategies | 第20页 |
| 2. 3. 3 Different opinions in English learning methods | 第20页 |
| 2. 3. 4 Loose- control in teaching and learning | 第20页 |
| 2. 4 Reasons for the problems | 第20-21页 |
| 2. 5 How the problems affect English teaching | 第21-22页 |
| 2. 5. 1 Learning efficiency | 第21页 |
| 2. 5. 2 Affective aspects | 第21-22页 |
| 3. METACOGNITIONAND ENGLISH LEARNING STRATEGIES | 第22-37页 |
| 3. 1 Basic theoretical knowledge about metacognition | 第22-28页 |
| 3. 1. 1 Definition | 第23页 |
| 3. 1. 2 Metacognitive models | 第23-25页 |
| 3. 1. 3 Metacognitive knowledge | 第25-26页 |
| 3. 1. 4 Metacognitive experiences | 第26-27页 |
| 3. 1. 5 Metacognition and CSI | 第27-28页 |
| 3. 2 Towards the metacognitive tendency | 第28-31页 |
| 3. 2. 1 Defining and classifying language learning strategies | 第28-29页 |
| 3. 2. 2 Factors influence the language learning strategies | 第29页 |
| 3. 2. 3 Features of learning strategies | 第29-31页 |
| 3. 2. 4 The basic features of learning strategies | 第31页 |
| 3. 2. 5 The basic structures of learning strategies | 第31页 |
| 3. 3 The relationship between learning strategies and ESL | 第31-34页 |
| 3. 3. 1 Reasons for the metacognitive strategy training to senior English teaching | 第31-32页 |
| 3. 3. 2 Metacognition and language learning | 第32-34页 |
| 3. 4 Metacognition and learning strategies | 第34-35页 |
| 3. 5 Reasons for metacognitive strategy training to senior students | 第35页 |
| 3. 5. 1 Consciousness of learning | 第35页 |
| 3. 5. 2 Regulation and controlof the learning methods | 第35-37页 |
| 4. TRAINING METACIGNITIVE STRATEGIES IN THE CLASSROOM | 第37-47页 |
| 4. 1 Stimulating the metacognitive strategy training in English learning | 第37-40页 |
| 4. 1. 1 Measuring metacognitive knowledge Level | 第37-38页 |
| 4. 1. 2 Arranging and planning | 第38-39页 |
| 4. 1. 3 Setting goals | 第39-40页 |
| 4. 2 Introduction of metacognitive strategies | 第40-41页 |
| 4. 3 Training the self-monitoring process | 第41-43页 |
| 4. 3. 1 Definition of monitoring | 第41-42页 |
| 4. 3. 2 The concrete ways of training self -monitoring | 第42-43页 |
| 4. 4 Assessment evaluation and analysis | 第43-45页 |
| 4. 4. 1 Definition of metacognitive regulation | 第43-44页 |
| 4. 4. 2 The concrete ways of instruction | 第44-45页 |
| 4. 5 Principles of the consciousness rising of metacognitive strategy on learningstrategies | 第45-47页 |
| 4. 5. 1 Essential conditions | 第45页 |
| 4. 5. 2 Adopting an appropriate approach | 第45-46页 |
| 4. 5. 3 Self-monitoring | 第46页 |
| 4. 5. 4 Incorporating strategy training into natural language | 第46-47页 |
| 5. CONCLUSION | 第47-50页 |
| REFERENCES | 第50-55页 |
| APPENDIX A | 第55-56页 |
| APPENDIX B | 第56-57页 |
| APPENDIX C | 第57-59页 |
| APPENDIX D | 第59-61页 |
