| Abstract | 第1-19页 |
| 摘要 | 第19-21页 |
| Tables and Figures | 第21-23页 |
| Chapter One Introduction | 第23-29页 |
| ·Background of the Study | 第23-24页 |
| ·Purpose and Significance of the Study | 第24-27页 |
| ·Theoretical Value | 第24-26页 |
| ·Practical Value | 第26-27页 |
| ·Framework of the Thesis | 第27-29页 |
| Chapter Two Literature Review | 第29-56页 |
| ·Autonomous Learning and Self-access Learning | 第29-32页 |
| ·Definition of Autonomy and Autonomous learning | 第29-30页 |
| ·Classification of Autonomous Learning Competence | 第30-31页 |
| ·Definition of Self-access Learning | 第31-32页 |
| ·Learning Strategies | 第32-36页 |
| ·Definitions and Classfication of Learning Strategies | 第32-33页 |
| ·Classification of Learning Strategies | 第33-36页 |
| ·Metacognitive Strategies | 第36-40页 |
| ·Importance of Metacognitive Strategies in English Language Teaching | 第38-39页 |
| ·Metacognitive Strategies and Learner Autonomy | 第39-40页 |
| ·Strategy Training | 第40-49页 |
| ·Goals of Strategy Training | 第42-43页 |
| ·Types of Strategy Training | 第43-44页 |
| ·The Teacher's Role in Strategy Training | 第44-46页 |
| ·Strategy Training Model | 第46-49页 |
| ·Metacognitive Strategy Training | 第49-52页 |
| ·General Introduction of Metacognitive Strategies Training | 第49-50页 |
| ·Metacognitive Strategies Training Abroad | 第50-51页 |
| ·Metacognitive Strategies Training in China | 第51-52页 |
| ·Listening Comprehension | 第52-56页 |
| ·Importance of Listening Comprehension | 第52-53页 |
| ·Listening Comprehension and Metacognitive Strategies in Listening | 第53-56页 |
| Chapter Three Research Design and Data Analysis | 第56-64页 |
| ·Introduction | 第56页 |
| ·Research Methodology | 第56-64页 |
| ·Objectives | 第56-57页 |
| ·Subjects | 第57页 |
| ·Instruments | 第57-61页 |
| ·Questionnaire on Metacognitive Strategy in Listening | 第58-59页 |
| ·Questionnaire on Autonomous Listening Competence | 第59-60页 |
| ·After-Training Interview | 第60-61页 |
| ·Procedure of Data Collection | 第61-64页 |
| ·Administration of the Pre-training Questionnaires | 第61页 |
| ·Administration of the Post-training Questionnaires | 第61-62页 |
| ·Pre-testing | 第62页 |
| ·Post-testing | 第62页 |
| ·Interviews | 第62-64页 |
| Chapter Four Experimental Study | 第64-87页 |
| ·Pre-training Questionnaires | 第64-66页 |
| ·Questionnaire on Metacognitive Strategy in Listening | 第64-65页 |
| ·Questionnaire on Autonomous Listening Competence | 第65-66页 |
| ·Pre-testing | 第66-67页 |
| ·Statistical Description of Pre-Testing Scores | 第66-67页 |
| ·Independent Samples of T-test of Pre-testing Scores | 第67页 |
| ·The Process of Metacognitive Training | 第67-77页 |
| ·Suggested Training Model | 第67-70页 |
| ·The Detailed Description of the Training | 第70-77页 |
| ·Post-testing | 第77-79页 |
| ·Statistical Description of Post-testing Scores | 第77-78页 |
| ·Independent Samples of T-test of Post-testing Scores | 第78页 |
| ·Paired Samples of T-test of Post-testing Scores | 第78-79页 |
| ·Post-training Questionnaires | 第79-81页 |
| ·Questionnaire on Metacognitive Strategy in Listening | 第79-80页 |
| ·Questionnaire on Autonomous Listening Competence | 第80-81页 |
| ·Interviews | 第81-87页 |
| ·Presentation of the Interviews | 第81-85页 |
| ·Discussion of the Interviews | 第85-87页 |
| Chapter Five Results and Discussions | 第87-96页 |
| ·Principal Findings of the Present Study | 第87-96页 |
| ·The Present State of Metacognitive Strategy Use for the First Year Non-English Major College Students | 第87-88页 |
| ·Differences of Metacognitive Strategy Use Based on Gender | 第88-90页 |
| ·Differences of Metacognitive Strategy Use Between Majors of Liberal Arts and Natural Science | 第90-92页 |
| ·The Effectiveness of Metacognitive Strategy Training on Students of Different Levels | 第92-94页 |
| ·The Most Effective Way of Promoting Autonomous Competence in Metacognitive Training | 第94-96页 |
| Chapter Six Conclusion | 第96-105页 |
| ·Major Findings of the Present Study | 第96-99页 |
| ·Present State of Metacognitive Strategy Use for the First Year Non-English Major College students | 第96-97页 |
| ·Differences of Metacognitive Strategy Use Based on Gender | 第97-98页 |
| ·Differences of Metacognitive Strategy Use Between Majors of Liberal Arts and Natural Science | 第98页 |
| ·The Effectiveness of Metacognitive Strategy Training on Students of Different Levels | 第98页 |
| ·The Most Effective Way of Promoting Autonomous Competence in Metacognitive Training | 第98-99页 |
| ·Implications for Metacognitive Strategy Training in Listening in China | 第99-102页 |
| ·Teachers' Role in Metacognitive Strategy Training in Listening | 第100-102页 |
| ·The Typical Way of Arousing Students' Awareness in Metacognitive Strategy Training | 第102页 |
| ·Recommendations for Future Research | 第102页 |
| ·Limitations of the Present Study | 第102-105页 |
| Reference | 第105-109页 |
| Acknowledgements | 第109-110页 |
| Appendix | 第110-129页 |
| Appendix A Questionnaire on Metacognitive Strategy in Listening | 第110-112页 |
| Appendix B Questionnaire on Autonomous Listening Competence | 第112-114页 |
| Appendix C | 第114-123页 |
| Pre-training Test | 第114-118页 |
| Post-training Test | 第118-123页 |
| Appendix D An Outline of 16-Week Metacognitive Training Curriculum | 第123-125页 |
| Appendix E Self-access Learning Contract | 第125-126页 |
| Appendix F Embedded Metacognitive Strategies Games | 第126-128页 |
| Appendix G Self-evalution Questions on Self-access Listening | 第128-129页 |
| Papers Published During the Study of M.A.Degree | 第129-130页 |
| 学位论文评阅及答辩情况表 | 第130页 |
