| Acknowledgements | 第1-7页 |
| Abstract in Chinese | 第7-8页 |
| Abstract in English | 第8-9页 |
| Preface in Chinese | 第9-16页 |
| Chapter 1 Introduction | 第16-23页 |
| 1．1 Research background | 第16-17页 |
| 1．2 Incentive to the research: an investigation | 第17-21页 |
| 1．2．1 Subjects | 第17页 |
| 1．2．2 Design of the questionnaire | 第17-18页 |
| 1．2．3 Data collection and analysis | 第18页 |
| 1．2．4 Results and discussion | 第18-21页 |
| 1．3 Purpose of the research | 第21-22页 |
| 1．4 General organization | 第22-23页 |
| Chapter 2 Literature Review | 第23-33页 |
| 2．1 Proposition and development of the theory of metacognition in psychology | 第23-25页 |
| 2．1．1 Flavell's view | 第23-24页 |
| 2．1．2 Kluwe's view | 第24页 |
| 2．1．3 Nelson and Naren's view | 第24-25页 |
| 2．1．4 Comments on the theory of metacognition | 第25页 |
| 2．2 Theoretical studies on metacognitive knowledge in psychology | 第25-26页 |
| 2．2．1 Classification of metacognitive knowledge | 第25-26页 |
| 2．2．2 Characteristics of metacognitive knowledge | 第26页 |
| 2．3 Metacognitive researches in SLA or FLT | 第26-32页 |
| 2．3．1 Theoretical studies on metacognitive knowledge in SLA / FLT literature | 第27-28页 |
| 2．3．2 Empirical studies on metacognitive knowledge in SLA / FLT | 第28-30页 |
| 2．3．2．1 Research methodology | 第28-29页 |
| 2．3．2．2 Correlated studies on metacognitive knowledge | 第29-30页 |
| 2．3．3 Metacognitive training in SLA / FLT | 第30-31页 |
| 2．3．4 Metacognitive awareness in China | 第31-32页 |
| 2．4 Summary | 第32-33页 |
| Chapter 3 Position of Metacognitive Knowledge in the Framework of Learner Training: A Theoretical Discussion | 第33-45页 |
| 3．1 Metacognitive knowledge and metacognitive strategies | 第33-37页 |
| 3．1．1 Declarative knowledge and procedural knowledge | 第33-34页 |
| 3．1．2 Declarative knowledge in learning and acquisition | 第34-36页 |
| 3．1．3 Metacognitive knowledge in strategy learning and acquisition | 第36-37页 |
| 3．2 Possible roles of metacognitive knowledge | 第37-41页 |
| 3．2．1 Roles of person knowledge | 第37-38页 |
| 3．2．2 Roles of task knowledge | 第38-39页 |
| 3．2．3 Roles of strategy knowledge | 第39-41页 |
| 3．3 Position of metacognitive knowledge in the framework of learner training | 第41-44页 |
| 3．3．1 Parallel frameworks of learners' strategy training | 第41-42页 |
| 3．3．2 A hierarchical framework of learning strategies | 第42-43页 |
| 3．3．3 A modified framework by the author | 第43-44页 |
| 3．4 Summary | 第44-45页 |
| Chapter 4 Instruction of Metacognitive Knowledge for Non-English Majors: An Empirical Study | 第45-56页 |
| 4．1 Methodology | 第45-50页 |
| 4．1．1 Subjects | 第45-46页 |
| 4．1．2 Test materials | 第46-47页 |
| 4．1．3 Training design and procedure | 第47-49页 |
| 4．1．4 Post-test and data collection | 第49页 |
| 4．1．5 Data analysis | 第49-50页 |
| 4．2 Results and discussion | 第50-54页 |
| 4．2．1 Effect of learning strategy training combined with metacognitive knowledge instruction | 第50-51页 |
| 4．2．2 Effect of training in learning strategies only | 第51-52页 |
| 4．2．3 Superiority of strategy training combined with metacognitive knowledge instruction | 第52-54页 |
| 4．3 Pedagogical enlightenment | 第54页 |
| 4．4 Summary | 第54-56页 |
| Chapter 5 Conclusion | 第56-58页 |
| Works Cited | 第58-60页 |
| Works Consulted | 第60-62页 |
| Appendix A | 第62-64页 |
| Appendix B | 第64-71页 |
| Appendix C | 第71页 |
