| Acknowledgements | 第1-5页 |
| Abstract | 第5-7页 |
| 摘要 | 第7-12页 |
| Chapter One Introduction | 第12-17页 |
| ·Background of the Study | 第12-13页 |
| ·Purpose and Significance of the Study | 第13-15页 |
| ·Research Questions | 第15页 |
| ·Overview of This Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-43页 |
| ·General Understanding of Metacognition Theory | 第17-25页 |
| ·Definition of Metacognition | 第17-18页 |
| ·Constituents of Metacognition | 第18-25页 |
| ·Flavell's Framework | 第18-21页 |
| ·Brown's Framework | 第21-22页 |
| ·Wenden's Framework | 第22-23页 |
| ·The Framework Employed by Psychologists in China | 第23-25页 |
| ·Learning Strategy Training | 第25-37页 |
| ·Definition and Classification of Learning Strategies | 第25-29页 |
| ·Metacognitive Learning Strategies | 第29-34页 |
| ·Defining and Classifying Metacognitive Strategies | 第29-30页 |
| ·O'Malley & Chamot's Framework of Metacognitive Strategies | 第30-31页 |
| ·Oxford's Taxonomy of Metacognitive Strategies | 第31-32页 |
| ·Review on the Previous Researches on Metacognitive Strategy Use | 第32-34页 |
| ·Main Issues in and Models of Learning Strategy Training | 第34-37页 |
| ·Main Issues in Strategy Training | 第34-35页 |
| ·Oxford's Strategy Training Model | 第35-36页 |
| ·O'Malley and Chamot's Strategy Training Model | 第36页 |
| ·Cohen's SBI Model | 第36-37页 |
| ·Metacognitive Strategy Training and EFL Writing | 第37-43页 |
| ·Roles of Metacognitive Strategies in EFL Writing | 第37-38页 |
| ·Researches on Metacognitive Strategy Training in EFL Writing | 第38-43页 |
| Chapter Three Methodology | 第43-58页 |
| ·Objectives | 第43页 |
| ·Subjects | 第43页 |
| ·Instruments | 第43-48页 |
| ·Metacognitive Writing Strategy Questionnaire (MWSQ) | 第44-45页 |
| ·Writing Tests and Other Writing Practice Materials | 第45-47页 |
| ·Peer Review Form | 第47页 |
| ·Diary | 第47页 |
| ·Metacognitive Strategy Training Effect Questionnaire (MSTEQ) | 第47-48页 |
| ·Other Instruments Related | 第48页 |
| ·Data Collection Procedure | 第48-50页 |
| ·Pre-tests | 第49页 |
| ·Metacognitive Strategy Training | 第49页 |
| ·Posttests | 第49-50页 |
| ·Training Program | 第50-58页 |
| ·Goals | 第50页 |
| ·Settings | 第50页 |
| ·Process of the Training | 第50-53页 |
| ·Preparation | 第51页 |
| ·Presentation | 第51-52页 |
| ·Practice | 第52页 |
| ·Evaluation | 第52-53页 |
| ·Expansion | 第53页 |
| ·Examples of Training Activities | 第53-58页 |
| ·Self-questioning | 第53-55页 |
| ·Peer Tutoring | 第55页 |
| ·Group Writing Learning | 第55-56页 |
| ·Metawriting | 第56-58页 |
| Chapter Four Data Analysis and Discussion | 第58-78页 |
| ·Quantitative Analysis | 第58-72页 |
| ·General Situation of Metacognitive Strategy Employed by Vocational Level Students | 第58-62页 |
| ·Contribution of Metacognitive Strategy Training to Students' Metacognitive Awareness | 第62-67页 |
| ·Effect of Metacognitive Strategy Training on Students' Writing Performance | 第67-69页 |
| ·Impact of Metacognitive Strategy Training on Students of Different English Writing Proficiencies | 第69-72页 |
| ·Qualitative Analysis | 第72-76页 |
| ·Discussion | 第76-78页 |
| Chapter Five Conclusion and Pedagogical Implications | 第78-84页 |
| ·Conclusion | 第78页 |
| ·Pedagogical Implications | 第78-81页 |
| ·Limitations and Suggestions for Further Research | 第81-84页 |
| References | 第84-90页 |
| Appendix A 英语写作元认知策略问卷 | 第90-91页 |
| Appendix B Writing Tests | 第91-92页 |
| Appendix C Peer/Group Review Form | 第92-93页 |
| Appendix D 英语写作元认知策略培训效果问卷 | 第93-94页 |
| Appendix E 自我提问单 | 第94-95页 |
| Appendix F Writing Achievements | 第95-96页 |
| Publications | 第96页 |
