| ABSTRACT | 第1-6页 |
| 摘要 | 第6-8页 |
| CONTENTS | 第8-11页 |
| LIST OF TABLES | 第11-13页 |
| Chapter One Introduction | 第13-19页 |
| ·Research Background | 第13页 |
| ·Significance of the Study | 第13-15页 |
| ·Purpose of the Thesis | 第15页 |
| ·Research Questions & Hypothesis | 第15-16页 |
| ·An Overview of the Present Paper | 第16-19页 |
| Chapter Two Literature Review | 第19-39页 |
| ·Overview | 第19页 |
| ·Theoretical Perspective of Learner Autonomy | 第19-26页 |
| ·Definition of Learner Autonomy | 第19-21页 |
| ·Supporting Theories for Learner Autonomy | 第21-24页 |
| ·Characteristics of Autonomous Learners | 第24-25页 |
| ·Misconceptions of Learner Autonomy | 第25-26页 |
| ·Theoretical Perspective of Learning Strategies | 第26-28页 |
| ·Definition of Learning Strategies | 第26页 |
| ·Classification of Learning Strategies | 第26-27页 |
| ·Strategies-Based Instruction | 第27-28页 |
| ·Theoretical Consideration of Meta-cognition | 第28-34页 |
| ·Definitions of Meta-cognition | 第28-29页 |
| ·Definition of Meta-cognitive Strategies | 第29-30页 |
| ·Components of Meta-cognitive Strategies | 第30-31页 |
| ·Meta-cognitive Strategy Training | 第31-32页 |
| ·Meta-cognitive Strategy Training both Abroad and at Home | 第32-34页 |
| ·The Relation between Meta-cognitive Strategy Use and Language Proficiency | 第34页 |
| ·Learning Strategy Training & Learner Autonomy | 第34-36页 |
| ·Relations between Meta-cognitive Strategy and Autonomy | 第36-37页 |
| ·Teachers' Roles in Learning Strategy Training | 第37-38页 |
| ·Summary | 第38-39页 |
| Chapter Three Methodology | 第39-51页 |
| ·Introduction | 第39页 |
| ·Purpose | 第39-40页 |
| ·Subject | 第40页 |
| ·Instruments | 第40-43页 |
| ·Instruments for the Quantitative Study | 第40-42页 |
| ·Language Proficiency Tests | 第42页 |
| ·Instrument for Qualitative Research | 第42-43页 |
| ·Procedures for Data Collection | 第43-44页 |
| ·Procedures for Data Analysis | 第44-48页 |
| ·Quantitative Questionnaire Analysis | 第44-45页 |
| ·Implementation of Metacognitive Strategy Training | 第45-48页 |
| ·Summary | 第48-51页 |
| Chapter Four Results and Discussions | 第51-75页 |
| ·Introduction | 第51页 |
| ·The Selection of Experimental Group and Control Group | 第51-52页 |
| ·Description of the Results of Research Question One | 第52-57页 |
| ·The Results of the Pre-questionnaires | 第52-53页 |
| ·The Result of Metacognitive Strategies Use in the Experimental Group | 第53-55页 |
| ·The Result of Metacognitive Strategies Use in Control Group | 第55-56页 |
| ·The Result of Metacognitive Strategy in Post-tests | 第56-57页 |
| ·Description of the Results of Research Question Two | 第57-70页 |
| ·The Results of Learner Autonomy in Pre-test between Two Groups | 第57-59页 |
| ·The Result of Learner Autonomy in Control Group in Post-test | 第59-61页 |
| ·The Result of Learner Autonomy in Experimental Group in Post-test | 第61-63页 |
| ·The Results of Learner Autonomy in Post-test between Two Groups | 第63-64页 |
| ·Qualitative Findings about the Metacognitive Strategy and Learner Autonomy | 第64-68页 |
| ·Summary of the Results of Research Question One | 第68页 |
| ·Findings about the Learner Autonomy in Experimental Group | 第68-70页 |
| ·Summary of the Results of Research Question Two | 第70页 |
| ·Description of the Result of Research Question Three | 第70-72页 |
| ·Correlations between Metacognitive Strategy and L2 Proficiency | 第72页 |
| ·Discussion of Findings | 第72-74页 |
| ·Findings from Analysis of Quantitative Data | 第72-73页 |
| ·Findings from Qualitative Research | 第73-74页 |
| ·Summary | 第74-75页 |
| Chapter Five Conclusion | 第75-81页 |
| ·Summary of the Findings | 第75-76页 |
| ·Significances of the Study | 第76页 |
| ·Implications and Recommendations for Further Research | 第76-79页 |
| ·Develop Metacognitive Strategies | 第76-77页 |
| ·Teachers' Role in Fostering Learner Autonomy | 第77-79页 |
| ·Strategy Based Training on Textbook is Beneficial | 第79页 |
| ·Limitations of the Study | 第79页 |
| ·Recommendations for Further Researches | 第79-81页 |
| BIBLIOGRAPHY | 第81-85页 |
| APPENDIX | 第85-91页 |
| 英语学习情况调查问卷1 | 第85-88页 |
| 英语学习情况调查问卷2 | 第88-91页 |
| ACKNOWLEDGEMENTS | 第91-93页 |
| PUBLISHED PAPERS | 第93页 |
