| Abstract | 第4-5页 |
| 摘要 | 第6-13页 |
| Chapter One Introduction | 第13-17页 |
| 1.1 Background of the Study | 第13-15页 |
| 1.2 Purpose of the Study | 第15页 |
| 1.3 Significance of the Study | 第15页 |
| 1.4 Organization of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-26页 |
| 2.1 Relevant Theories on Metacognition and Metacognitive Strategy | 第17-21页 |
| 2.1.1 Definition of Metacognition | 第17-18页 |
| 2.1.2 Classification of Metacognition | 第18-19页 |
| 2.1.3 Definition of Metacognitive Strategy | 第19-20页 |
| 2.1.4 Classification of Metacognitive Strategy | 第20-21页 |
| 2.2 Relevant Theories on Reading and Academic Reading | 第21-23页 |
| 2.2.1 Definition of Reading | 第22页 |
| 2.2.2 Definition of Academic Reading | 第22-23页 |
| 2.3 Research on Metacognitive Strategy in Academic English Reading both at Home andAbroad | 第23-26页 |
| Chapter Three Methodology | 第26-32页 |
| 3.1 Research Questions | 第26页 |
| 3.2 Research Subjects | 第26-27页 |
| 3.3 Research Instruments | 第27-29页 |
| 3.3.1 Metacognitive Strategy Questionnaire | 第27-28页 |
| 3.3.2 Academic English Reading Comprehension Test | 第28-29页 |
| 3.3.3 Interview | 第29页 |
| 3.4 Research Procedure | 第29-30页 |
| 3.5 Data Collection and Data Analysis | 第30-32页 |
| 3.5.1 Data Collection and Data Analysis of the Academic English Reading ComprehensionTest | 第30页 |
| 3.5.2 Data Collection and Data Analysis of the Metacognitive Strategy Questionnaire | 第30-31页 |
| 3.5.3 Data Collection and Data Analysis of the Interview | 第31-32页 |
| Chapter Four Results and Discussion | 第32-61页 |
| 4.1 Description of Subjects’ Use of MS for Reading and Their Academic English ReadingProficiency | 第32-40页 |
| 4.1.1 Overall Description of Subjects’ Use of MS in Academic English Reading | 第32-37页 |
| 4.1.2 Overall Discussion of Subjects’ Use of MS in Academic English Reading | 第37-39页 |
| 4.1.3 Overall Description of Subjects’Academic English Reading Proficiency | 第39-40页 |
| 4.1.4 Overall Discussion of Subjects’Academic English Reading Proficiency | 第40页 |
| 4.2 An Internal Comparison of the Use of MS between High-score Subjects, Medium-scoreSubjects and Low-score Subjects | 第40-52页 |
| 4.2.1 An Overall Comparison of the Use of MS between High-score Subjects,Medium-score Subjects and Low-score Subjects | 第41-42页 |
| 4.2.2 A Comparison of the Use of Three Sub-categories of MS between High-scoreSubjects, Medium-score Subjects and Low-score Subjects | 第42-52页 |
| 4.2.2.1 Differences in Using Variables of Planning Strategy between High-scoreSubjects, Medium-score Subjects and Low-score Subjects | 第44-47页 |
| 4.2.2.2 Differences in Using Variables of Monitoring Strategy between High-scoreSubjects, Medium-score Subjects and Low-score Subjects | 第47-49页 |
| 4.2.2.3 Differences in Using Variables of Evaluating Strategy between High-score Subjects, Medium-score Subjects and Low-score Subjects | 第49-52页 |
| 4.3 Relationship between the Use of MS and Academic English Reading Proficiency | 第52-55页 |
| 4.4 Results and Discussion of the Interview | 第55-59页 |
| 4.5 Summary | 第59-61页 |
| Chapter Five Conclusions | 第61-65页 |
| 5.1 Major Findings | 第61-62页 |
| 5.2 Implications | 第62-63页 |
| 5.3 Limitations of the Present Study | 第63-64页 |
| 5.4 Recommendations for Future Studies | 第64-65页 |
| References | 第65-69页 |
| Appendix Ⅰ：Metacongnitive Strategy Questionnaire(MSQ) | 第69-76页 |
| Appendix Ⅱ：Reading Comprehension Test | 第76-83页 |
| Appendix Ⅲ：Interview Questions | 第83-84页 |
| ACKNOWLEDGEMENTS | 第84-85页 |
| Published Paper during My Postgraduate Study | 第85页 |
