声明
摘要
Abstract
Contents
1.Introduction
1.1 The Background of the Study
1.2 The Purpose of the study
1.3 The Significance of the Study
1.4 The Structure of the Thesis
2.Literature Review
2.1 The Theory of Metacognition
2.1.1 The Definition of Metacognition
2.1.2 The Origin of Metacognition
2.1.3 Models of Metacognition
2.1.4 Classification of Metacognitive Strategies
2.2 Cognitive vs.Metacognitive Strategies
2.2.1 Difference on Cognitive Strategies and Metacognitive Strategies
2.2.2 The Interaction Relationship of Cognitive Strategies and Metacognitive Strategies
3.Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionares
3.3.2 Analysis Software
3.3.3 Test Papers
3.4 Data Collection
3.5 Research Procedures
4.Results and Discussion on Metacognitive Strategies use
4.1 Overall Use of Metacognitive Strategies of High School Students
4.2 Results and Discussion on the Correlation Between Metacognitive Strategy use Level and English Achievement
4.4 The Influence Mechanism of Metacognitive Strategies for English Learning
5.Conclusions
5.1 Findings of the Study
5.2 Pedagogical Implications
5.3 Limitations of The Study
5.4 Recommendations for Future Research
References
Appendix A 调查问卷
Appendix B 第一次月考试卷
Appendix C 第二次月考试卷
Appendix D 期末考试试卷
Acknowledgements