| Abstract | 第1-10页 |
| 摘要 | 第10-12页 |
| Introduction | 第12-16页 |
| Chapter One Literature Review | 第16-36页 |
| ·Metacognitive Theory | 第16-21页 |
| ·Flavell’s Framework | 第16-19页 |
| ·The Concept of Metacognition | 第16-17页 |
| ·Components of Metacognition | 第17-19页 |
| ·Nelson & Narens’Framework | 第19-20页 |
| ·Other Researchers’Views | 第20-21页 |
| ·Metacognitive Strategy | 第21-25页 |
| ·Definitions and Classifications of Metacognitive Strategy | 第21-24页 |
| ·The Differences between Metacognitive Strategy and Cognitive Strategy | 第24-25页 |
| ·Approaches to EFL Writing | 第25-28页 |
| ·Product Approach | 第25-26页 |
| ·Process Approach | 第26-28页 |
| ·Metacognitive Strategy Training | 第28-31页 |
| ·Controversial Approaches to Strategy Training | 第28-29页 |
| ·Different Modes of Strategy Training | 第29-30页 |
| ·Factors Affecting Metacognitive Strategy Training | 第30-31页 |
| ·Empirical Studies on Metacognitive Strategy in EFL Writing | 第31-36页 |
| Chapter Two Methodology | 第36-48页 |
| ·Hypotheses and Research Objectives | 第36页 |
| ·Subjects | 第36-37页 |
| ·Instruments | 第37-39页 |
| ·Writing Tests | 第37-38页 |
| ·Writing Journals | 第38页 |
| ·Interview | 第38-39页 |
| ·Procedures | 第39-48页 |
| ·Pre-test | 第39页 |
| ·The Training of Process-Eliciting Writing Teaching Based on Metacognitive Strategy | 第39-46页 |
| ·Developing Students’Metacognitive Knowledge & Raising Metacognitive Awareness | 第40-41页 |
| ·Enriching Students’Every Metacognitive Experience to Stimulate Their Writing Motivation | 第41页 |
| ·The Implementation of Process-Eliciting Writing Teaching Based on Metacognitive Strategy | 第41-46页 |
| ·Post-tests | 第46-48页 |
| Chapter Three Data Analysis and Discussion | 第48-66页 |
| ·Quantitative Analysis | 第48-60页 |
| ·Findings of Pre-test | 第48-50页 |
| ·Findings of Post-test One | 第50-53页 |
| ·Findings of Post-test Two | 第53-60页 |
| ·Qualitative Analysis | 第60-63页 |
| ·Analysis of Interview | 第61页 |
| ·Analysis of Writing Journals | 第61-63页 |
| ·Discussion | 第63-66页 |
| Chapter Four Implications and Suggestions | 第66-75页 |
| ·Pedagogical Implications | 第66-72页 |
| ·The Necessity of Enriching Students’ Positive Writing Experience | 第66-67页 |
| ·The Indispensability of Enhancing Students’ All-Around Metacognitive Ability as Well as Their Metacognitive Awareness in English Writing | 第67-68页 |
| ·The Feasibility of Improving Writing via Reading | 第68-69页 |
| ·The Significance of Strengthening Students’ Writing Process and Students’ Self-Monitoring | 第69-70页 |
| ·The Effectiveness of Stressing Students’Basic Writing Knowledge | 第70-71页 |
| ·The Effectiveness of Explicit, Eliciting Metacognitive Strategy Training and CALLA Mode | 第71-72页 |
| ·Limitations and Suggestions for Further Research | 第72-75页 |
| ·Limitations | 第72-73页 |
| ·Suggestions | 第73-75页 |
| Conclusion | 第75-78页 |
| Bibliography | 第78-83页 |
| Appendices | 第83-89页 |
| Appendix 1 元认知策略列表 | 第83-84页 |
| Appendix 2 Topics of Writing Tests | 第84-85页 |
| Appendix 3 PETS 一般评分标准 | 第85-87页 |
| Appendix 4 英语写作中的语法问题提示单 | 第87-88页 |
| Appendix 5 Interview Questions | 第88-89页 |
| Acknowledgements | 第89-90页 |
| Published Papers | 第90页 |
