| 摘要 | 第1-7页 |
| Abstract | 第7-12页 |
| Chapter 1 : Introduction | 第12-15页 |
| ·Significance of the Research | 第13页 |
| ·Theoretical Significance | 第13页 |
| ·Pedagogical Significance | 第13页 |
| ·Outline of the Thesis | 第13-15页 |
| Chapter 2 :Literature Review and Theoretical Basis | 第15-25页 |
| ·Learner Autonomy | 第15-18页 |
| ·Definition | 第15-17页 |
| ·Characteristics of Autonomous Learners | 第17-18页 |
| ·Meta- Cognition and Meta-cognitive Strategy | 第18-23页 |
| ·Meta-cognition | 第18-19页 |
| ·Meta-cognition and Cognition | 第19页 |
| ·Different Models of Meta-cognition | 第19-21页 |
| ·Flavell’s Model of Meta-cognition | 第19-20页 |
| ·Wen Qiufang’s Framework of Meta-cognition | 第20-21页 |
| ·Relationship Between Learner Autonomy and Meta-cognitive Strategy Training | 第21-22页 |
| ·Research Work on Meta-cognitive Strategy Training | 第22-23页 |
| ·Theoretical Foundation of Learner Autonomy | 第23-25页 |
| ·Constructivism Theory | 第23页 |
| ·Humanism Theory | 第23-24页 |
| ·Self-regulated Theory | 第24-25页 |
| Chapter 3: Investigation on Learner Autonomy of English Majors in Independent College | 第25-35页 |
| ·Objectives and Research Questions | 第25页 |
| ·Subjects | 第25-26页 |
| ·Instruments | 第26-27页 |
| ·Results and Discussion | 第27-35页 |
| ·Characteristics of Learner Autonomy of English Majors in Independent College | 第27-31页 |
| ·Time Spent on English Autonomous Learning | 第27-28页 |
| ·A General Description of Autonomous Motivation | 第28-31页 |
| ·Factors Restraining Learner Autonomy | 第31-35页 |
| ·Weak Awareness of Active Study | 第31-32页 |
| ·Lack of Learning Motivation | 第32页 |
| ·Lack of Learning Strategy | 第32-33页 |
| ·Deficiency of Self- Monitoring | 第33-35页 |
| Chapter 4: Meta-cognitive Strategy Training to Cultivate Learner Autonomy | 第35-55页 |
| ·Arousing Learners’ Meta-cognitive Awareness | 第35-42页 |
| ·Stimulating Learners’ Intrinsic Motivation | 第36-41页 |
| ·Strengthening Learners’ Sense of Self-efficacy | 第36-38页 |
| ·Instructing Self-attribution | 第38页 |
| ·Instructing Learners to Set Learning Goals | 第38-39页 |
| ·Adopting Various Forms of Learning to Inspire Learning Interests | 第39-41页 |
| ·Training Students’ Cooperative Spirits | 第41页 |
| ·Making Self-reflection | 第41-42页 |
| ·Meta-cognitive Strategy Training | 第42-50页 |
| ·Instructing Learners to Make Plans and Set Goals | 第42-45页 |
| ·Instructing Learners to Monitor Learning | 第45-47页 |
| ·Instructing Learners to Evaluate Learning | 第47-49页 |
| ·Reinforcing the Meta-cognitive Strategy Training to Make Learner Autonomy a Reality | 第49-50页 |
| ·Data Collection and Analysis | 第50-55页 |
| ·Findings of the Training Program | 第50-54页 |
| ·Findings of Classroom Observation | 第50-51页 |
| ·Findings of Interview | 第51-52页 |
| ·Findings of Diaries | 第52-53页 |
| ·Findings of Post-training Exam | 第53-54页 |
| ·Discussion | 第54-55页 |
| Chapter 5: Conclusion | 第55-59页 |
| ·Some Implications | 第55-56页 |
| ·Limitations and Suggestions | 第56-59页 |
| ·Limitations | 第56-57页 |
| ·Suggestions | 第57-59页 |
| References | 第59-62页 |
| Appendix Ⅰ | 第62-67页 |
| Appendix Ⅱ | 第67-68页 |
| Appendix Ⅲ | 第68-71页 |
| Appendix Ⅳ : 攻读硕士学位期间发表论文及科研情况 | 第71-72页 |
| Acknowledgments | 第72页 |
