| Acknowledgements | 第1-7页 |
| 中文摘要 | 第7-8页 |
| Abstract | 第8-13页 |
| Chapter 1 Introduction | 第13-17页 |
| ·Research Background | 第13-14页 |
| ·Purpose of the Study | 第14-15页 |
| ·Significance of the Study | 第15-16页 |
| ·Organization of the Thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-40页 |
| ·The Definition of Metacomprehension and Metacomprehension Accuracy | 第17-18页 |
| ·How Metacomprehension Monitoring Accuracy Is Measured? | 第18-20页 |
| ·Absolute Accuracy | 第18-19页 |
| ·Relative Accuracy | 第19-20页 |
| ·Level of Metacomprehension Monitoring Accuracy | 第20页 |
| ·Factors Constraining Metacomprehension Monitoring Accuracy | 第20-32页 |
| ·Individual Differences | 第21-23页 |
| ·Age Differences | 第21页 |
| ·Gender Differences | 第21-23页 |
| ·Intrinsic Cues | 第23-26页 |
| ·Characteristics of Reading Materials | 第23-25页 |
| ·Characteristics of Criterion Tests | 第25-26页 |
| ·Extrinsic Cues | 第26-29页 |
| ·Delayed-effect | 第26-28页 |
| ·Rereading Effect | 第28-29页 |
| ·Self-explanation and Concept Map | 第29页 |
| ·Mnemonic Cues | 第29-31页 |
| ·Encoding Fluency | 第30页 |
| ·Retrieval Fluency | 第30页 |
| ·Effects of Encoding Fluency and Retrieval Fluency | 第30-31页 |
| ·Relationship among the Three Categories of Cues | 第31-32页 |
| ·Hypotheses Explaining Poor Metacomprehension Accuracy | 第32-35页 |
| ·Anchoring and Adjustment Model | 第32-33页 |
| ·Transfer-appropriate-monitoring Hypothesis | 第33-34页 |
| ·Accessibility Hypothesis | 第34页 |
| ·Situation Model | 第34-35页 |
| ·Metacomprehension Control | 第35-39页 |
| ·The Definition of Metacomprehension Control | 第35-36页 |
| ·Mechanisms of Metacomprehension Control | 第36-38页 |
| ·Discrepancy-reduction Model | 第36-37页 |
| ·Hierarchical Model | 第37页 |
| ·Region of Proximal Learning Model | 第37-38页 |
| ·Metacognitive Strategies | 第38-39页 |
| ·Summary | 第39-40页 |
| Chapter 3 Research Question | 第40-45页 |
| ·Research Questions | 第40-43页 |
| ·Is Metacomprehension Accuracy in EFL Reading at a Low Level? | 第40-41页 |
| ·Is Metacomprehension Monitoring Competence Transferable from L1 to L2? | 第41页 |
| ·Does L2 Proficiency Exert a Mediating Effect on the Transfer? | 第41-42页 |
| ·Does Text Type Affect L2 Metacomprehension Accuracy? | 第42页 |
| ·Does Text Type Have Significant Effect on Metacomprehension Accuracy with Different L2 Proficiency Level? | 第42-43页 |
| ·Research Hypothesis | 第43-45页 |
| Chapter 4 Method | 第45-59页 |
| ·Experiment 1 | 第45-53页 |
| ·Participants | 第45页 |
| ·Materials | 第45-46页 |
| ·Research Design | 第46页 |
| ·Procedure | 第46-48页 |
| ·Results | 第48-53页 |
| ·Metacomprehension Accuracy in L1 vs. L2 Reading | 第48-50页 |
| ·Cross-language Transfer of Metacomprehension Monitoring Competence from L1 to L2 | 第50-51页 |
| ·Mediating Effect of L2 Proficiency on the Transfer of Metacomprehension Monitoring Accuracy from L1 to L2 | 第51-53页 |
| ·Experiment 2 | 第53-59页 |
| ·Participants | 第53页 |
| ·Materials | 第53-54页 |
| ·Research Design | 第54页 |
| ·Procedure | 第54页 |
| ·Results | 第54-59页 |
| ·Effect of Text Type on L2 Metacomprehension Accuracy | 第54-55页 |
| ·Interactive Effect of Text Type and L2 Proficiency on Metacomprehension Accuracy | 第55-59页 |
| Chapter 5 General Discussion | 第59-66页 |
| ·Development of Metacomprehension Monitoring Competence in L2 Reading | 第59-60页 |
| ·The Effect of Cross-language Transfer on Metacomprehension Monitoring Competence and Its Linguistic Threshold Effect | 第60-64页 |
| ·Effect of Text Type on Metacomprehension Accuracy | 第64-66页 |
| Chapter 6 Conclusion | 第66-71页 |
| ·Major Findings | 第66-67页 |
| ·Implications | 第67-69页 |
| ·Theoretical Contribution | 第67页 |
| ·Methodological Contribution | 第67-68页 |
| ·Pedagogical Contribution | 第68-69页 |
| ·Limitations and Suggestions for the Future Studies | 第69-71页 |
| Bibliography | 第71-82页 |
| Appendix | 第82-86页 |
| List of Tables | 第86页 |
