| 中文摘要 | 第1-4页 |
| Abstract | 第4-6页 |
| 中文文摘 | 第6-8页 |
| Synopsis | 第8-13页 |
| Chapter One Introduction | 第13-16页 |
| ·The necessity of the study of metacognitive strategies in learner autonomy | 第13-14页 |
| ·The aim of the study | 第14页 |
| ·Questions to be answered | 第14-15页 |
| ·The composition of the thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-41页 |
| ·Theories of learner autonomy | 第16-25页 |
| ·Definition of learner autonomy | 第16-17页 |
| ·Three versions of learner autonomy and three approaches to language learning | 第17-21页 |
| ·Justifications for learner autonomy | 第21-24页 |
| ·Characteristics of autonomous learners | 第24-25页 |
| ·Metacognitive strategy | 第25-38页 |
| ·Definition of a language learning strategy | 第25-27页 |
| ·Classifications of language learning strategies | 第27-31页 |
| ·Definition of metacognition | 第31-35页 |
| ·The previous relevant metacognition researches both in the West and in China | 第35-38页 |
| ·The link between learner autonomy and metacognition | 第38-41页 |
| ·Metacognitive knowledge and learner autonomy | 第38-39页 |
| ·Metacognitive strategies and learner autonomy | 第39-41页 |
| Chapter Three Methodology | 第41-54页 |
| ·Research questions | 第41页 |
| ·Subjects | 第41页 |
| ·Instruments | 第41-43页 |
| ·Questionnaires | 第42页 |
| ·Language tests and CET Band 4 test | 第42-43页 |
| ·Self-questioning checklists for metacognitive training | 第43页 |
| ·SPSS software | 第43页 |
| ·Data collection | 第43-44页 |
| ·Pre-test and pre-questionnaire | 第43-44页 |
| ·Post-test and post-questionnaire | 第44页 |
| ·Paper-marking and data analysis | 第44页 |
| ·Experimental procedures | 第44-54页 |
| ·Metacognitive knowledge training | 第44-48页 |
| ·Metacognitive strategies training | 第48-54页 |
| Chapter Four Data analysis and discussion | 第54-69页 |
| ·Data from pre-test | 第54-55页 |
| ·Data from pre-questionnaire | 第55-58页 |
| ·Correlation analysis | 第55-56页 |
| ·Means and standard deviations of metacognition variables | 第56-57页 |
| ·Independent-Samples T-Test of metacognition variables | 第57-58页 |
| ·Data from post-test | 第58-60页 |
| ·Data from post-questionnaire | 第60-63页 |
| ·Data from CET Band 4 test | 第63页 |
| ·Conclusion and discussion | 第63-69页 |
| ·Subjects' metacognitive level | 第64-66页 |
| ·The relationship between metacognitive level and English achievement | 第66-67页 |
| ·The differences between the experimental class and the control class | 第67-69页 |
| Chapter Five Conclusion | 第69-74页 |
| ·Implications | 第69-72页 |
| ·Promoting the general metacognitive awareness | 第69-70页 |
| ·Embedding strategy training into language tasks | 第70-71页 |
| ·Extending teachers' role | 第71-72页 |
| ·Limitations and suggestions | 第72-74页 |
| References | 第74-78页 |
| Appendix | 第78-82页 |
| Acknowledgements | 第82页 |
