| Acknowledgements | 第1-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第8-13页 |
| Chapter One Introduction | 第13-21页 |
| ·Background of the study | 第13-16页 |
| ·Purpose and significance of the study | 第16-18页 |
| ·Framework of the thesis | 第18-21页 |
| Chapter Two Literature Review | 第21-35页 |
| ·Metacognition theories | 第21-24页 |
| ·Definition and classification of metacognition | 第21-22页 |
| ·Definition and classification of metacognitive knowledge | 第22-23页 |
| ·Definition and classification of metacognitive strategies | 第23-24页 |
| ·Metacognitive strategy as learning strategy | 第24-26页 |
| ·Relation between metacognitive strategies and writing | 第26-27页 |
| ·Relation between metacognitive knowledge and writing | 第27-28页 |
| ·Researches on the metacognitive strategy training in English writing teaching | 第28-35页 |
| ·Researches abroad | 第29-30页 |
| ·Researches at home | 第30-35页 |
| Chapter Three Methodology | 第35-41页 |
| ·Research questions | 第35页 |
| ·Research hypothesis | 第35-36页 |
| ·Research subjects | 第36页 |
| ·Instruments | 第36-38页 |
| ·Questionnaire | 第36-37页 |
| ·Writing proficiency tests | 第37页 |
| ·Diaries | 第37-38页 |
| ·Peer review form | 第38页 |
| ·Data collection | 第38-41页 |
| Chapter Four Research Procedure | 第41-78页 |
| ·Pre-experiment investigation and reflection | 第41-46页 |
| ·Goals of experimental instruction for trainee | 第46页 |
| ·An overview of the metacognitive strategy instruction | 第46-49页 |
| ·Training program | 第49-67页 |
| ·Promoting students’ metacognitive awareness | 第50-56页 |
| ·Imparting writing planning strategies instruction on students | 第56-60页 |
| ·Imparting self-Monitoring strategies instruction on students | 第60-61页 |
| ·Imparting evaluation strategies instruction on students | 第61-67页 |
| ·Training approaches | 第67-78页 |
| ·Questioning oneself | 第67-69页 |
| ·Teacher instructing in class | 第69-71页 |
| ·Peer teaching after class | 第71-73页 |
| ·Group composition studying | 第73-75页 |
| ·Writing practice | 第75页 |
| ·Reciting possible versions | 第75-78页 |
| Chapter Five Data analysis and Discussion | 第78-99页 |
| ·Quantitative analysis | 第78-87页 |
| ·Analysis and discussion on the results of the two questionnaires | 第78-82页 |
| ·Analysis and discussion on the results of the two tests | 第82-84页 |
| ·The impacts on writers with different writing levels | 第84-87页 |
| ·Qualitative analysis | 第87-95页 |
| ·The effectiveness of the metacognitive strategy training on students’metacognitive awareness | 第87-94页 |
| ·The effectiveness of the metacognitive strategy training on students’writing proficiency | 第94-95页 |
| ·Discussion | 第95-99页 |
| Chapter Six Conclusion | 第99-105页 |
| ·Findings and implications | 第99-101页 |
| ·Limitations and suggestions | 第101-105页 |
| Bibliography | 第105-111页 |
| Appendix A 英语写作元认知策略问卷调查 | 第111-113页 |
| Appendix B: Writing Tests | 第113-115页 |
| Appendix C: Evaluative Criteria | 第115-117页 |
| Appendix D 同伴评价 | 第117-119页 |
| Appendix E: Writing Assignments | 第119-123页 |
| Appendix F: List of Metacognitive Strategies | 第123-125页 |
| Appendix G: Possible Versions | 第125-129页 |
| Appendix H 关于培训效果的调查报告 | 第129页 |
