| ACKNOWLEDGEMENT | 第1-10页 |
| 1. INTRODUCTION | 第10-12页 |
| ·Background of the Research | 第10-11页 |
| ·Research Questions of the Thesis | 第11-12页 |
| 2. LEARNING PROBLEMS IN CHINESE STUDENTS AND CAUSES FOR THESE PROBLEMS | 第12-19页 |
| ·A Questionnaire | 第12-15页 |
| ·Objective of the Questionnaire | 第12页 |
| ·Subjects of the Questionnaire | 第12页 |
| ·Procedure of the Questionnaire | 第12-13页 |
| ·Data Analysis and Findings of the Questionnaire | 第13-15页 |
| ·General Problems in Students ’English Learning | 第15-16页 |
| ·Lack of Metacognitive Awareness in Learning and Teaching | 第15页 |
| ·Lack of Metacognitive Strategies in Learning. | 第15-16页 |
| ·General Features of Learning and Teaching | 第16-19页 |
| ·Teacher-directed Learning and the Forgotten Learner | 第16-17页 |
| ·Lack of Knowledge of Metacognitive Strategies | 第17页 |
| ·Test-oriented Educational System | 第17-19页 |
| 3. METACOGNITION | 第19-40页 |
| ·Cognitive Theory of Learning | 第19-24页 |
| ·The Information-processing Approach | 第19页 |
| ·Nature of Human Memory | 第19-20页 |
| ·Human Processing Capacity | 第20-21页 |
| ·Controlled and Automatic Processing | 第21-22页 |
| ·Organization of Knowledge | 第22-23页 |
| ·Components of Learning | 第23-24页 |
| ·Metacognition | 第24-26页 |
| ·The Concept of Metacognition | 第24-25页 |
| ·The Relationship between Metacognition and Cognition | 第25页 |
| ·Metacognition and Learning Ability | 第25-26页 |
| ·Theories Contributing to Metacognition | 第26-30页 |
| ·Intelligence Theory | 第26-28页 |
| ·Self-concept | 第28页 |
| ·Locus of Control | 第28-29页 |
| ·Attribution Theory | 第29-30页 |
| ·Metacognitive Strategies | 第30-36页 |
| ·What Are Metacognitive Strategies | 第30-34页 |
| ·Differences between Younger and Older Children in Usingnitive Strategies | 第34-35页 |
| ·Differences Between Expert and Novice Learners in Usingnitive Strategies | 第35-36页 |
| ·Metacognitive Framework of Language Learning | 第36-40页 |
| ·Wendens’Framework | 第36-38页 |
| ·Wen Qiufangs’Framework | 第38-40页 |
| 4. APPLICATION OF METACOGNITIVE STRATEGIES IN ENGLISH LEARNING | 第40-53页 |
| ·Application of Metacognitive Learning Strategies in English learning | 第40-45页 |
| ·Theoretical Framework of CALLA | 第40-41页 |
| ·Introducing CALLA to Students | 第41-42页 |
| ·Designing a Metacognitive Strategy Instruction Lesson with CALLA Model | 第42-45页 |
| ·A Questionnaire for Investigating the Effect of Appling CALLA Model in Speaking | 第45-46页 |
| ·Purpose of the Questionnaire | 第45-46页 |
| ·Procedure of the Questionnaire | 第46页 |
| ·Findings of the Questionnaire | 第46页 |
| ·Issues in Instruction | 第46-51页 |
| ·What Strategies to Be Instructed | 第46-48页 |
| ·Teacher Training | 第48-49页 |
| ·Motivational Training | 第49-50页 |
| ·Separate versus Integrated Instruction | 第50-51页 |
| ·Direct versus Embedded Instruction | 第51页 |
| ·Summary | 第51-53页 |
| 5. CONCLUSION | 第53-55页 |
| ·Limitations of the Research | 第53页 |
| ·Suggestions for Further Research | 第53-55页 |
| REFERENCES | 第55-60页 |
| APPENDIX | 第60-62页 |
| 学位论文独创性声明 | 第62页 |
| 学位论文版权使用授权书 | 第62页 |
