文摘
英文文摘
声明
Acknowledgements
Chapter 1 Introduction
Chapter 2 Literature Review
2.1 Theories of second language reading
2.1.1 Bottom-up Model
2.1.2 Top-down Model
2.1.3 Interactive Model
2.1.4 Schema Theory
2.2 Metacognition
2.2.1 Classification of metacognition
2.2.2 Metacognitive strategies in reading
2.3 Previous studies on metacognition in reading
2.3.1 Previous studies on metacognitive awareness in reading
2.3.2 Previous studies on the training of metacognitive strategies in reading
Chapter 3 Research Design
3.1 Research questions
3.2 Methodology
3.2.1 The participants
3.2.2 The materials and procedures
3.2.2 Procedures
Chapter 4 Research Process
4.1 Preparation
4.2 Presentation
4.2.1 Modeling metacognitive strategies by story-telling
4.2.2 Presenting of metacognitive strategies in L2 reading
4.3 Practice
4.3.1 Focusing on the monitoring while reading
4.3.2 Highlighting evaluating of the students' own reading proficiency
4.4 Evaluation
Chapter 5 Results and Discussion
5.1 The state of metacognitive strategy awareness and reading performance in reading before training
5.1.1 The state of metacognitive strategy awareness in reading
5.1.2 The differences between the levels of strategy use of the two classes
5.1.3 The relation between metacognitive strategies and L2 reading performance
5.1.4 The results of the interview
5.2 The results of metacognitive stragegies training
5.2.1 The effect of training of the students'L2 reading metacognitive awareness
5.2.2 The effect of training on the students'L2 reading performance
5.2.3 Implications of the study
Chapter 6 Conclusion
6.1 Major findings
6.2 Pedagogical implications
6.3 Limitations of the present study
References
Appendix
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