| Chapter One Introduction | 第1-12页 |
| Chapter Two Literature Review | 第12-37页 |
| ·Learning strategies | 第12-20页 |
| ·Definitions | 第12页 |
| ·Descriptions and classifications | 第12-19页 |
| ·Rubin | 第13-14页 |
| ·O'Malley et al. | 第14-15页 |
| ·Oxford | 第15-16页 |
| ·Wen | 第16-17页 |
| ·Wenden | 第17-18页 |
| ·Ellis | 第18-19页 |
| ·Other studies on learning strategies | 第19-20页 |
| ·To question about the clusters of awareness-related strategies | 第20页 |
| ·Metacognition | 第20-24页 |
| ·Meaning of metacognition | 第20-21页 |
| ·Metacognitive knowledge | 第21-22页 |
| ·Metacognitive experience & metacognitive skill | 第22页 |
| ·Cognitive strategies vs. metacognitive strategies | 第22-23页 |
| ·The application of metacognition in second/ foreign language learning | 第23-24页 |
| ·The framework of strategies for the present study | 第24-25页 |
| ·Task | 第25-37页 |
| ·Definitions | 第25-28页 |
| ·Task types | 第28-29页 |
| ·Task components | 第29-32页 |
| ·Goals | 第30页 |
| ·Input | 第30-31页 |
| ·Activities | 第31页 |
| ·Roles of learners and teachers | 第31页 |
| ·Settings | 第31-32页 |
| ·Task difficulty | 第32-33页 |
| ·Task-based instruction | 第33-34页 |
| ·Task-based strategy assessment | 第34-37页 |
| Chapter Three The Present Research | 第37-62页 |
| ·Research Questions | 第37页 |
| ·Methodology | 第37-46页 |
| ·Participants | 第37-39页 |
| ·Materials | 第39-40页 |
| ·Instrumentation | 第40-42页 |
| ·Data collection procedures | 第42-46页 |
| ·Pre-test phase | 第43页 |
| ·In-test phase | 第43-46页 |
| ·Results and Discussions | 第46-62页 |
| ·The reliability of the classifications of the reading strategies into metacognitive category and cognitive category | 第46-49页 |
| ·Items seemingly belonging to metacognitive category | 第46-47页 |
| ·Items seemingly belonging to cognitive category | 第47-49页 |
| ·The relationship between the reading strategies use frequencies and task conditions as well as proficiency levels | 第49-53页 |
| ·Means and standard deviations of proficiency groups across three task conditions (overall strategies use report) | 第49-50页 |
| ·Main effects and interaction effects of task conditions and proficiency levels (overall strategy use report) | 第50-53页 |
| ·The relationship between two types of reading strategies use frequencies(cognitive and metacognitive), and task conditions as well as proficiency levels | 第53-57页 |
| ·Means and standard deviations of proficiency groups across the three task conditions (metacognitive/ cognitive strategy use report) | 第53-55页 |
| ·Main effects and interaction effects of task conditions and proficiency levels (metacognitive/ cognitive strategy use report) | 第55-57页 |
| ·Different reported frequencies of individual strategy item from LMP and HMP learners within each task condition | 第57-62页 |
| ·Metacognitive strategies used in a chain model | 第59-60页 |
| ·Form or meaning—a pedagogical concern | 第60-62页 |
| Chapter Four Conclusions and Implications | 第62-64页 |
| Bibliography | 第64-69页 |
| Appendix Ⅰ RSQ Ⅰ | 第69-71页 |
| Appendix Ⅱ Paper A | 第71-75页 |
| Appendix Ⅲ Paper B | 第75-77页 |
| Appendix Ⅳ Reading Strategy Questionnaires | 第77-81页 |
