| 1 Introduction | 第1-12页 |
| ·Background | 第10-11页 |
| ·Significance of the study | 第11-12页 |
| 2 Literature Review | 第12-19页 |
| ·Strategy training facilitating learner autonomy | 第12-17页 |
| ·Strategy training in specific areas | 第13-14页 |
| 1 ) Barnett' s study | 第13页 |
| 2 ) Carrel' s study | 第13页 |
| 3 ) Kern' s study | 第13-14页 |
| ·Strategy training in language classrooms | 第14-17页 |
| 1 ) O' Malley et al' s study | 第14-15页 |
| 2 ) Chamot et al' s study | 第15-16页 |
| 3 ) Dong Qi' s study | 第16-17页 |
| ·Strategy training models | 第17-19页 |
| ·The Strategic Teaching Model | 第17页 |
| ·The Cognitive Academic Language Learning Approach | 第17-18页 |
| ·The Reciprocal Teaching Approach | 第18-19页 |
| 3 Theoretical Background | 第19-31页 |
| ·Terminology | 第19-21页 |
| ·Why is MST necessary | 第21-24页 |
| ·Autonomy: the objective of learning and teaching | 第21-22页 |
| ·Metacognitive strategies: what distinguishes a good learner from a poor learner | 第22-24页 |
| ·Metacognitive strategy instruction | 第24-25页 |
| ·Training: focus on meta-cognitive strategies | 第25-28页 |
| ·What do metacognitive strategies mainly include | 第25-26页 |
| ·Factors affecting the use of strategies | 第26-28页 |
| ·MK: part of the MST | 第28-29页 |
| ·MK: the key factor in the cognitive development | 第28-29页 |
| ·MK: an unneglectable component of strategy training | 第29页 |
| ·Declarative knowledge and procedural knowledge | 第29-31页 |
| ·What makes up declarative knowledge and procedural knowledge | 第29-30页 |
| ·Proceduralization---a three-stage instruction | 第30-31页 |
| ·Implication for strategy training | 第31页 |
| 4 Research Design and Implementation of the MST Program | 第31-51页 |
| ·Rationale: make strategy training motivating | 第31-33页 |
| ·Match students' and teachers' beliefs about language learning | 第32页 |
| ·Consider the learners' different styles | 第32页 |
| ·Make the training suitable to the age of the learners | 第32页 |
| ·Take charge of the learners' needs | 第32-33页 |
| ·Design of the training program | 第33-34页 |
| ·Hypothesis | 第33页 |
| ·Subjects | 第33页 |
| ·Procedures of the research | 第33-34页 |
| ·Techniques for data collection | 第34页 |
| ·Implementation of the MST program | 第34-51页 |
| ·Strategies presented and practiced | 第35-37页 |
| ·Strategies trained at the cognitive phase | 第35页 |
| ·Strategies trained at the metacognitive phase | 第35-37页 |
| ·Implementation of this program | 第37-51页 |
| ·Procedure | 第37-42页 |
| ·Designing a metacognitive strategy training lesson | 第42-43页 |
| ·Application activities | 第43-48页 |
| ·Strategy instruction | 第48-51页 |
| 5 Data analysis and discussions | 第51-97页 |
| ·Analysis of the data collected at the cognitive phase | 第51-57页 |
| ·Analysis of the data collected at the metacognitive phase | 第57-86页 |
| ·Findings from the questionnaires | 第57-81页 |
| ·Findings from classroom observations | 第81-83页 |
| ·Findings from interviews | 第83-86页 |
| ·Discussions | 第86-97页 |
| ·Is MST effective in improving the learners' self-regulation | 第86-88页 |
| ·Can MST enrich the subjects' MK | 第88-91页 |
| ·How much is a learner' s cognitive level related to his language proficiency | 第91-92页 |
| ·How much does MST contribute to students' school records | 第92-97页 |
| Conclusion | 第97-98页 |
| Limitations of the present research | 第98-100页 |
| Note | 第100-101页 |
| Bibliography | 第101-105页 |
| Appendix Ⅰ Pre-MST Questionnaire | 第105-106页 |
| Appendix Ⅱ Post-MST Questionnaire | 第106-109页 |
| Appendix Ⅲ Record of Interview (1) | 第109-111页 |
| Appendix Ⅳ Record of Interview (2) | 第111-112页 |
| Appendix Ⅴ Post-test Scores and Metacognitive Scores in the Post-MST Questionnaire EG | 第112-113页 |
