| Acknowledgements | 第1-3页 |
| Abstract | 第3-6页 |
| 中文摘要 | 第6-8页 |
| List of Abbreviations | 第8-9页 |
| Contents | 第9-13页 |
| Chapter One Introduction | 第13-17页 |
| ·The research topic | 第13-14页 |
| ·Significance of the study | 第14-16页 |
| ·Organization of the thesis | 第16-17页 |
| Chapter Two REVIEW OF THE RELEVANT LITERATURE | 第17-42页 |
| ·Education innovation—learner autonomy | 第17-19页 |
| ·Defining learner autonomy | 第17-18页 |
| ·Means of promoting learner autonomy: learner training | 第18-19页 |
| ·Learner training and learning strategies | 第19-25页 |
| ·The relationship between learner training and language proficiency | 第19-21页 |
| ·Definitions & taxonomy of language learning strategies | 第21-25页 |
| ·Studies on strategy training | 第25-28页 |
| ·The definition and scope of strategy training | 第25-26页 |
| ·Instruction of learning strategies | 第26-27页 |
| ·Instructional implementation of learning strategies | 第27-28页 |
| ·Studies on metacognitive strategy training | 第28-36页 |
| ·Metacognitive strategies: what distinguishes a good learner from a poor learner? | 第28-30页 |
| ·Declarative knowledge and procedural knowledge | 第30-32页 |
| ·Training: focus on metacognitive strategies | 第32-36页 |
| ·What are metacognitive strategies? | 第32-34页 |
| ·Factors affecting the use of strategies | 第34-36页 |
| ·MST Programs in our country | 第36-37页 |
| ·The Necessity of metacognitive strategy training in HVC | 第37-42页 |
| ·The Features of Students in HVC | 第37-39页 |
| ·Lacking Self-regulated English Learning Ability | 第37-38页 |
| ·Being Self-inferior in English Learning | 第38页 |
| ·Becoming Passive in English Learning | 第38-39页 |
| ·Possessing much Time of Self-regulated English Learning | 第39页 |
| ·Significance of metacognitive strategy training in HVC | 第39-42页 |
| Chapter Three Research Design | 第42-61页 |
| ·The model for MST in this study: The "3 IN-Model" | 第42-43页 |
| ·Training techniques and activities based on the "3 IN-Model | 第43-48页 |
| ·Objectives | 第48-49页 |
| ·Data collecting instruments | 第49-57页 |
| ·Pilot work | 第49-51页 |
| ·The post-test papers | 第51页 |
| ·The post-questionnaires | 第51页 |
| ·The strategies-based lesson plan | 第51-53页 |
| ·The supplementary materials | 第53-54页 |
| ·Personal profile | 第54-55页 |
| ·Plan sheets | 第55-56页 |
| ·Checklists for Metacognitive Training | 第56-57页 |
| ·Interviews and observation | 第57页 |
| ·Implementation | 第57-61页 |
| ·Procedures | 第57-59页 |
| ·Data collection | 第59-61页 |
| Chapter Four Data Analysis and Discussion | 第61-80页 |
| ·Data analysis | 第61-72页 |
| ·The metacognitive strategy questionnaire | 第61-64页 |
| ·The pre-test and post-test | 第64-65页 |
| ·Learner's personal profile | 第65-66页 |
| ·Group discussions | 第66-67页 |
| ·Observation | 第67-68页 |
| ·Interviews | 第68-69页 |
| ·Checklists for metacognitive training | 第69-72页 |
| ·Discussions | 第72-80页 |
| ·Is MST effective in improving the learner's self-regulation? | 第72-76页 |
| ·Does metacognitive strategy training improve the students' L2 performance? | 第76-78页 |
| ·Is it feasible to implement MST without a special cognitive strategy training stage in freshmen classes? | 第78-79页 |
| ·Is it feasible to implement MST without a special cognitive strategy training stage in freshmen classes? | 第79页 |
| ·How can metacognitive strategies be instructed effectively? Is "3-IN Model" successful in this program? | 第79-80页 |
| Chapter Five Conclusions and Implications | 第80-86页 |
| ·Main findings of the MST program | 第80页 |
| ·Pedagogical Implication | 第80-84页 |
| ·Helping HVC Freshmen Achieve Learner Autonomy | 第81-82页 |
| ·Helping HVC Freshmen Better Understand Learning Task | 第82-83页 |
| ·Helping HVC Freshmen Prepare for and Plan Their Learning | 第83页 |
| ·Helping HVC Freshmen Select, Use and Orchestrate Appropriate Strategies | 第83-84页 |
| ·5 Helping HVC Freshmen Examine and Monitor Their Strategy Use | 第84页 |
| ·Limitations of the study | 第84页 |
| ·Recommendations for further study | 第84-85页 |
| ·Conclusion | 第85-86页 |
| Bibliography | 第86-91页 |
| Appendix 1 Pre-MST Questionnaire | 第91-93页 |
| Appendix 2 Post-MST Questionnaire | 第93-96页 |
| Appendix 3 Post-test Paper | 第96-105页 |
| Appendix 4 外语学习观念及自测 | 第105-109页 |
| Appendix 5 Checklists for metacognitive training | 第109-112页 |
