| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Introduction | 第9-11页 |
| 1 The Importance of Phonetics/Pronunciation | 第11-30页 |
| ·The Importance of Phonetics/Pronunciation in Language Learning | 第11-21页 |
| ·Definition of Terms on Basic Phonetic Knowledge | 第12-17页 |
| ·Importance of Phonetics to English Listening Comprehension | 第17-19页 |
| ·Importance of Phonetics to English Vocabulary Learning | 第19-20页 |
| ·Importance of Phonetics to English Reading Comprehension | 第20-21页 |
| ·The Importance of Pronunciation/Phonetics in Language Teaching | 第21-29页 |
| ·The History and Scope of Pronunciation Teaching | 第23-26页 |
| ·The Factors That Affect Pronunciation Learning | 第26-29页 |
| ·A Comment on the Research into Pronunciation Learning and Teaching | 第29-30页 |
| 2 The Definition and Classification of Learning Strategies | 第30-38页 |
| ·The Definition of Learning Strategies | 第30-31页 |
| ·The Classification of Learning Strategies | 第31-33页 |
| ·The Definition and Classification of Metacognitive Strategies | 第33-38页 |
| ·Metacognition | 第33页 |
| ·Metacognitive Strategies | 第33-34页 |
| ·The Classification of Metacognitive Strategies | 第34-36页 |
| ·The Distinction between Metacognitive and Cognitive Strategies | 第36-38页 |
| 3 A Review of Metacognitive Strategy Training | 第38-51页 |
| ·A Review of Metacognitive Strategy Training Abroad | 第39-42页 |
| ·A Review of Metacognitive Strategy Training in China | 第42-43页 |
| ·Metacognitive Strategy Training Goals | 第43-44页 |
| ·The Role of Teachers in Metacognitive Strategy Training | 第44-45页 |
| ·A Summary of Metacognitive Strategy Training Models | 第45-51页 |
| 4 Research Questions and Hypothesis | 第51-52页 |
| ·Research Questions | 第51页 |
| ·Hypothesis | 第51-52页 |
| 5 Research Design | 第52-67页 |
| ·Method | 第52页 |
| ·Instruments | 第52-55页 |
| ·Questionnaires | 第52-54页 |
| ·Interviews | 第54页 |
| ·English Pronunciation Tests | 第54页 |
| ·Student Reports | 第54-55页 |
| ·Experiment Procedure | 第55-59页 |
| ·In-class Pronunciation Learning | 第55-56页 |
| ·Out-of-class Pronunciation Learning | 第56页 |
| ·Experiment Procedure | 第56-59页 |
| ·Training Sessions | 第57-58页 |
| ·Pre-training | 第58-59页 |
| ·On-training | 第59页 |
| ·Post-training | 第59页 |
| ·Subjects | 第59页 |
| ·Procedure of Data Collection and Data Analysis | 第59-67页 |
| ·Data Collection | 第59-61页 |
| ·Data Analysis | 第61-67页 |
| Conclusion | 第67-70页 |
| 6 General Discussion, Implications and Limitations | 第67-70页 |
| ·General Discussion | 第67-68页 |
| ·Pedagogical Implications and Recommendations for Future Research | 第68-69页 |
| ·Limitations | 第69-70页 |
| References | 第70-75页 |
| Appendices | 第75-85页 |
| Appendix Ⅰ Questionnaire on Metacognitive Strategies | 第75-77页 |
| Appendix Ⅱ Questionnaire on Pronunciation Learning Strategies | 第77-80页 |
| Appendix Ⅲ Sample Test of English Pronunciation | 第80-82页 |
| Appendix Ⅳ Sample Questions of the Interview | 第82-83页 |
| Appendix Ⅴ Sample Structured Learning Log | 第83-84页 |
| Appendix Ⅵ Samples of the Students' Biweekly Reports | 第84-85页 |
| 攻读硕士学位期间发表学术论文情况 | 第85-86页 |
| Acknowledgements | 第86-87页 |
