| Introduction | 第1页 |
| 1． Metacognition | 第6-14页 |
| 1．1 What is metacognition? | 第6-9页 |
| 1．1．1 Metacognitive knowledge | 第6-7页 |
| 1．1．2 Metacognitive experience | 第7页 |
| 1．1．3 Cognitive vs． Metacogntive strategies | 第7-8页 |
| 1．1．4 Conclusion | 第8-9页 |
| 1．2 Language learning strategies in foreign language learning | 第9-14页 |
| 1．2．1 Background of language learning strategies | 第9页 |
| 1．2．2 Definition of a language learning strategy | 第9-10页 |
| 1．2．3 Metacognition and learning strategies | 第10-12页 |
| 1．2．4 The leading role of metacognition in language learning | 第12-13页 |
| 1．2．5 Importance of language learning strategies | 第13-14页 |
| 2． How to transfer the metacognition | 第14-18页 |
| 2．1 How are metacognitive strategies transferred? | 第15页 |
| 2．2 What is transferred? | 第15-17页 |
| 2．3 Conclusion | 第17-18页 |
| 3． Developing metacognition | 第18-25页 |
| 3．1 Strategies for developing metacognitive behaviors | 第18-20页 |
| 3．1．1 Classification of metacognitive behaviors | 第18-19页 |
| 3．1．2 An example: Using diaries to develop metacognition | 第19-20页 |
| 3．2 Cognitive approach in metacognition development | 第20-22页 |
| 3．3 Mnemonic devices | 第22-24页 |
| 3．4 Problem-solving | 第24-25页 |
| 4． Metacognitive awareness and reading strategies | 第25-32页 |
| 4．1 Reading strategies and reading comprehension | 第26-27页 |
| 4．2 Reading strategies of successful and unsuccessful learners | 第27-28页 |
| 4．3 Strategy use and individual difference | 第28-29页 |
| 4．4 Reading strategies and younger learners | 第29-30页 |
| 4．5 Metacognitive awareness and Reading comprehension | 第30-32页 |
| 5． A survey | 第32-35页 |
| 6． Strategy training for learners and the role of the teacher | 第35-39页 |
| 6．1 Strategy training for learners | 第35-37页 |
| 6．2 The role of teacher | 第37-39页 |
| Conclusion | 第39页 |
| References | 第39-45页 |
| Appendix | 第45-54页 |
