文摘
英文文摘
ACKNOWLEDGEMENTS
1INTRODUCTION
1.1Background
1.2 Research Questions
2EXISTING PROBLEMS IN TERMS OF METACOGNITION IN COLLEGE ENGLISH LEARNING AND TEACHING IN CHINA
2.1 Factors Relevant to the Problems
2.2 Incentive to the Research: An Investigation
2.2.1 A Brief Introduction of the Investigation
2.2.2 Results and Discussions
2.3 A Brief Analysis of Reasons of the Problems
3THEORETICAL RATIONALE FOR THE STUDY
3.1 Former Research on Metacognition
3.1.1 Definitions of Metacognition
3.1.2 Two Dimensions of Metacognition
3.1.3 Cognitive Strategies and Metacognitive Strategies, Motivation
3.2 The Goal of Education - Learner Autonomy
3.2.1 Definition and Characteristics of Learner Autonomy
3.2.2 Approaches to Encouraging Autonomy
3.3 Strategy Studies in Language Teaching and Learning
3.3.1 Strategy Research in the West
3.3.2 Strategy Research in China
3.4 Nurturing Learner AutonomyLearning Training
3.4.1 Definition of Learner Training
3.4.2 Learner Training Models
3.4.3 The Role of Metacognitive Training in EFL/ESL Instruction
3.4.4 Metacognitive Training Programs
4 IMPLICATIONS FOR METACOGNITIVE STRATEGY TRAINING IN THE CLASSROOM
4.1 Guidelines for Learner Training
4.2 Major Issues Concerning Learner Training
4.2.1 Learner Characteristics
4.2.2 Teacher Training
4.2.3 Training Materials and Curriculum Development
4.2.4 Training Environment
4.2.5 Language Proficiency
4.3 Teacher Role
4.4 Research Design and Analysis
4.4.1 A Brief Introduction of the Research Design
4.4.2 A Summary of the Training Program
4.4.3 Conclusions of the Training Program
4.4.4 Discussions and Pedagogical Suggestions
5CONCLUSIONS
5.1 Present Findings
5.2 Limitations and Future Research Prophets
REFERENCES
APPENDIX
学位论文独创性声明及学位论文版权的使用授权书
