| ACKOWLEDGEMENTS | 第1-5页 |
| Abstract in Chinese | 第5-7页 |
| Abstract in English | 第7-12页 |
| 1. Introduction | 第12-20页 |
| ·Background of the study | 第12-15页 |
| ·The importance of vocabulary learning | 第12页 |
| ·Difficulties of vocabulary learning | 第12-13页 |
| ·Goals for vocabulary learning | 第13-14页 |
| ·Current problems for young learners in vocabulary learning | 第14-15页 |
| ·The significance of the study | 第15-18页 |
| ·The purpose of the study | 第18页 |
| ·Layout and contents of the thesis | 第18-20页 |
| 2. Language Learning Strategy Training (LLS) | 第20-26页 |
| ·Definition of language learning strategies | 第20页 |
| ·Terminology and classification of language learning strategies | 第20-21页 |
| ·Purpose of language learning strategy training | 第21-22页 |
| ·Significance of language learning strategy training | 第22-23页 |
| ·Positive effects on teachers | 第22-23页 |
| ·Positive effects on learners | 第23页 |
| ·Models of Language Learning Strategy Training | 第23-26页 |
| ·Direct model | 第23-24页 |
| ·Embedded model | 第24页 |
| ·Comparison between direct model and embedded model | 第24-26页 |
| 3.Metacognition | 第26-33页 |
| ·Definition of “metacognition” | 第26页 |
| ·Components of metacognition | 第26-30页 |
| ·Preparing and planning for the learning goals | 第27页 |
| ·Selecting and using particular strategies | 第27-28页 |
| ·Monitoring strategy use | 第28页 |
| ·Orchestrating various strategies | 第28-29页 |
| ·Evaluating effectiveness of strategy use | 第29-30页 |
| ·The cycle of metacognition components in language learning | 第30-33页 |
| 4. Justification for MET Training for Young Learners | 第33-37页 |
| ·The importance of MET training for young learner | 第33-34页 |
| ·The necessity of MET training for young learner | 第34-35页 |
| ·The feasibility of MET training for young learner | 第35-37页 |
| 5. Research Design | 第37-48页 |
| ·Experiment 1: A survey of vocabulary learning strategy use | 第37-40页 |
| ·Purpose | 第37-38页 |
| ·Subjects | 第38页 |
| ·Materials and methods | 第38-40页 |
| ·A creative method | 第38页 |
| ·Questionnaire design | 第38-39页 |
| ·Interview design | 第39-40页 |
| ·Experiment 2: MET strategy training trial | 第40-48页 |
| ·Purpose | 第40页 |
| ·Subjects | 第40-41页 |
| ·Materials and methods | 第41-48页 |
| ·Pre-test | 第41页 |
| ·Training procedures | 第41-46页 |
| ·Student’s portfolios | 第46页 |
| ·Classroom observation | 第46-47页 |
| ·Post-test | 第47-48页 |
| 6. Results and Discussion | 第48-58页 |
| ·Experiment 1: A survey of young learners’ strategy use | 第48-54页 |
| ·Questionnaire results and discussion | 第48-51页 |
| ·Behavior patterns of strategy use | 第48-50页 |
| ·Data on learner’s perceptions of strategy helpfulness | 第50-51页 |
| ·Interview results and discussion | 第51-54页 |
| ·: What’s your criterion of knowing a vocabulary item? | 第51-52页 |
| ·: Do you think vocabulary acquisition relies heavily on exposure of comprehensible input or memorization of vocabulary? Why? | 第52页 |
| ·: How do you memorize vocabulary items? How do you come to obtain these learning strategies? | 第52-53页 |
| ·: To what extent are you satisfied or dissatisfied with current classroom vocabulary teaching? | 第53-54页 |
| ·Results of experiment 2: MET strategy training trial | 第54-56页 |
| ·Results of pre-test | 第54页 |
| ·Results of post-test | 第54-56页 |
| ·Results of classroom observation & students’portfolios | 第56页 |
| ·Limitations of the research | 第56-58页 |
| 7. Conclusions | 第58-65页 |
| ·Major findings | 第58-59页 |
| ·Implications for MET training of young learners | 第59-63页 |
| ·Raising MET awareness | 第59-60页 |
| ·Establishing MET environment | 第60-62页 |
| ·Strategies embedded into textbooks | 第61页 |
| ·Language of MET training instructions | 第61-62页 |
| ·Developing MET behavior | 第62-63页 |
| ·Suggestions for future study | 第63-65页 |
| References | 第65-68页 |
| Appendix I Questionnaires | 第68-71页 |
| Appendix II 词汇学习策略量表 | 第71-73页 |
| Appendix III Students’portfolios | 第73-74页 |
| Appendix IV Pre-test paper | 第74-76页 |
| Appendix V Post-test paper | 第76-79页 |
