| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Chapter 1 Introduction | 第12-17页 |
| 1.1 Research Background | 第12-13页 |
| 1.2 Research Purpose | 第13-14页 |
| 1.3 Research Significance | 第14-16页 |
| 1.4 Structure of the Thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-38页 |
| 2.1 Metacognition | 第17-25页 |
| 2.1.1 Definition of Metacognition | 第17-19页 |
| 2.1.2 Studies on Metacognitive Awareness and Reading Comprehension | 第19-20页 |
| 2.1.3 Definitions of Metacognitive Strategy and Reading Strategy | 第20-22页 |
| 2.1.4 Studies on Metacognitive Strategy in Reading | 第22-25页 |
| 2.2 Language Anxiety | 第25-32页 |
| 2.2.1 Definition of Language Anxiety | 第25-27页 |
| 2.2.2 Possible Sources of Language Anxiety | 第27-29页 |
| 2.2.3 Controversial Results of Studies on Language Anxiety | 第29-32页 |
| 2.3 Studies on Reading Anxiety (RA) and Reading Proficiency (RP) | 第32-36页 |
| 2.3.1 Studies on Relationship between RA and RP Abroad | 第32-34页 |
| 2.3.2 Studies on Relationship between RA and RP at Home | 第34-36页 |
| 2.4 Summary | 第36-38页 |
| Chapter 3 Methodology | 第38-45页 |
| 3.1 Research Questions | 第38页 |
| 3.2 Research Subjects | 第38页 |
| 3.3 Research Instruments | 第38-41页 |
| 3.3.1 Foreign Language Reading Anxiety Questionnaire | 第39页 |
| 3.3.2 The National English Matriculation Test | 第39页 |
| 3.3.3 The Think Aloud Protocols | 第39-41页 |
| 3.3.4 Metacognitive Awareness of Reading Strategies Inventory (MARSI) | 第41页 |
| 3.4 Research Procedure | 第41-43页 |
| 3.5 Data Collection and Analysis | 第43-45页 |
| Chapter 4 Results and Discussion | 第45-63页 |
| 4.1 Correlation of Metacognitive Strategies and Reading Proficiency | 第45-54页 |
| 4.1.1 Types of Reading Metacognitive Strategies | 第45-47页 |
| 4.1.2 Relationship between Metacognitive Strategies and Reading Proficiency | 第47-54页 |
| 4.2 Correlation of Reading Anxiety and Reading Proficiency | 第54-60页 |
| 4.2.1 Sources of Reading Anxiety | 第54-58页 |
| 4.2.2 Relationship between Reading Anxiety and Reading Proficiency | 第58-60页 |
| 4.3 Correlation of Reading Metacognitive Strategies and English Reading Anxiety | 第60-63页 |
| Chapter 5 Conclusion | 第63-70页 |
| 5.1 Major Findings | 第63页 |
| 5.2 Pedagogical Implications | 第63-67页 |
| 5.2.1 Integrating Metacognitive Knowledge into the Reading Class | 第64页 |
| 5.2.2 Using Various Reading Strategies Flexibly | 第64-65页 |
| 5.2.3 Improving Students Reading Confidence to Reduce Anxiety | 第65-66页 |
| 5.2.4 Strengthening Cultural Background Knowledge | 第66页 |
| 5.2.5 Cultivating Reading Literacy Not Only for Scores | 第66-67页 |
| 5.3 Limitations | 第67-68页 |
| 5.4 Suggestions | 第68-70页 |
| References | 第70-75页 |
| Appendices | 第75-82页 |
| 攻读学位期间研究成果 | 第82页 |
