| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| Introduction | 第11-15页 |
| Chapter One Literature Review | 第15-41页 |
| ·Language Learning Strategies | 第15-26页 |
| ·Definitions of Language Learning Strategies | 第15-18页 |
| ·Taxonomies of Language Learning Strategies | 第18-26页 |
| ·Metacognitive Strategies | 第26-41页 |
| ·Definitions and Facets of Metacognition | 第27-30页 |
| ·Relationships between Metacognition and Cognition | 第30-32页 |
| ·Definitions of Metacognitive Strategies | 第32-33页 |
| ·Classifications of Metacognitive Strategies | 第33-36页 |
| ·Metacognitive Strategies and Other Language Learning Strategies | 第36-37页 |
| ·Metacognitive Strategies and Learner Autonomy | 第37-41页 |
| Chapter Two A Case Study | 第41-51页 |
| ·Subjects of the Study | 第41-42页 |
| ·Instruments | 第42-43页 |
| ·Data Collection | 第43-44页 |
| ·Results of the Study | 第44-45页 |
| ·Discussion | 第45-51页 |
| ·Overall Frequency of the Employment of Learning Strategies | 第45-47页 |
| ·Differences between Successful Learners and Less Successful Learners | 第47-48页 |
| ·Metacognitive Strategies and Language Proficiency | 第48-51页 |
| Chapter Three Training of Metacognitive Strategies | 第51-73页 |
| ·Problems of Present EFL Teaching | 第52-55页 |
| ·Significance of Metacognitive Strategy Training | 第55-57页 |
| ·Teachers' Role in Training | 第57-59页 |
| ·Metacognitive Training Models | 第59-65页 |
| ·Oxford's Metacognitive Training Model | 第59-61页 |
| ·Chamot and O'Malley's Metacognitive Training Model | 第61-62页 |
| ·Weaver and Cohen's Metacognitive Training Model | 第62-64页 |
| ·Wen Qiufang's Metacognitive Training Model | 第64-65页 |
| ·Pedagogical Implications for Metacognitive Strategy Training | 第65-66页 |
| ·A Tentative Metacognitive Strategy-Based Instruction Model in Chinese Context | 第66-73页 |
| Conclusion | 第73-77页 |
| Bibliography | 第77-85页 |
| Appendix: Oxford's Strategy Inventory for Language Learning (SILL) for Speakers of Other Language Learning English | 第85-89页 |
| Acknowledgements | 第89-91页 |
| 攻读硕士学位期间科研情况 | 第91-93页 |
