| 中文摘要 | 第1-7页 |
| Abstract | 第7-10页 |
| Introduction | 第10-13页 |
| Chapter 1 The theoretical basis | 第13-30页 |
| ·Theories of reading | 第13-20页 |
| ·The definition of reading | 第13-14页 |
| ·The definition of reading comprehension | 第14-16页 |
| ·Models of reading | 第16-20页 |
| ·Metacognition | 第20-27页 |
| ·The definition of cognition | 第20-21页 |
| ·The definition of metacognition | 第21-22页 |
| ·Two components of metacognition | 第22-26页 |
| ·The distinction between cognition and metacognition | 第26-27页 |
| ·Metacognition in reading comprehension | 第27-30页 |
| Chapter 2 Review of related empirical studies on metacognition | 第30-37页 |
| ·Empirical studies on metacognitive knowledge | 第30-33页 |
| ·Empirical Studies on the training of metacognitive strategies | 第33-35页 |
| ·Review of research method | 第35-37页 |
| Chapter 3 A Case Study | 第37-60页 |
| ·Research questions | 第37页 |
| ·Method | 第37-41页 |
| ·Participants | 第38页 |
| ·Instruments | 第38-41页 |
| ·The general situation of EFL reading metacognitive awareness of all participants | 第41-43页 |
| ·The training procedures | 第43-53页 |
| ·Enriching students’EFL metacognitive knowledge | 第44-48页 |
| ·Training students’ability of self-regulation in EFL reading | 第48-53页 |
| ·Data analysis and discussion | 第53-60页 |
| ·Students’EFL reading metacognitive awareness: comparisons before and after training | 第54-57页 |
| ·Students’ EFL reading performance: comparisons before and after training | 第57-59页 |
| ·D iscussion | 第59-60页 |
| Chapter 4 Significance and discovery of the present study | 第60-66页 |
| ·The significance of the present study | 第60-61页 |
| ·Major findings | 第61-63页 |
| ·Classroom implications | 第63-64页 |
| ·Limitations of the present study and recommendations for future research | 第64-66页 |
| Conclusion | 第66-67页 |
| Bibliography | 第67-72页 |
| Appendix I Questionnaire | 第72-76页 |
| Appendix II Reading comprehension material | 第76-83页 |
