| Abstract | 第1-6页 |
| 摘要 | 第6-9页 |
| Introduction | 第9-17页 |
| Chapter One Literature Review | 第17-54页 |
| ·Definition of Learner Autonomy | 第18-23页 |
| ·Theoretical Foundation of Autonomy | 第23-28页 |
| ·Positivist Approach and Technical Versions of Learner Autonomy | 第24-25页 |
| ·Constructivist Approach and Psychological Versions of Autonomy | 第25-27页 |
| ·Critical Theory and Political Versions of Autonomy | 第27-28页 |
| ·Development of Learner Autonomy | 第28-37页 |
| ·Nunan’s Suggested Ways to Foster Learner Autonomy | 第28-32页 |
| ·Benson’s Suggested Ways to Foster Learner Autonomy | 第32-33页 |
| ·Conditions for Learner Autonomy | 第33-37页 |
| ·Characteristics of Autonomous Learners | 第37-39页 |
| ·Definition of Metacognition | 第39-46页 |
| ·Metacognitive Knowledge | 第41-43页 |
| ·Metacognitive Strategies | 第43-46页 |
| ·Current Study of Learner Autonomy and Metacognition | 第46-50页 |
| ·The Relationship between Autonomy and Metacognition | 第50-54页 |
| ·Metacognitive Knowledge and Learner Autonomy | 第50-51页 |
| ·Metacognitive Strategies and Learner Autonomy | 第51-54页 |
| Chapter Two An Empirical Study | 第54-64页 |
| ·Objectives | 第54页 |
| ·Subjects | 第54页 |
| ·Instruments | 第54-55页 |
| ·Administration of the Questionnaire | 第55页 |
| ·Data Analysis | 第55-60页 |
| ·On Learner Autonomy | 第56-58页 |
| ·On Metacognition | 第58-60页 |
| ·Research Findings | 第60-64页 |
| Chapter Three Pedagogical Implications | 第64-82页 |
| ·Significance of Fostering Learner Autonomy | 第64-65页 |
| ·Enriching Learners’Metacognitive Knowledge of Language Learning | 第65-68页 |
| ·Wenden’s Research on Metacognitive Knowledge | 第65-66页 |
| ·Ellis’Research on Metacognitive Knowledge | 第66-67页 |
| ·The Author’s Viewpoint | 第67-68页 |
| ·Framework of MSBI | 第68-78页 |
| ·Pre-class Preparation | 第69-71页 |
| ·In-class Instruction | 第71-77页 |
| ·After-class Reinforcement | 第77-78页 |
| ·New Challenges to Teachers | 第78-82页 |
| Conclusion | 第82-84页 |
| Bibliography | 第84-89页 |
| Appendix | 第89-93页 |
| Acknowledgements | 第93页 |
