Abstract5-7
摘要7-12
Chapter One Introduction12-16
1.1 Rationales for the present research12-13
1.2 Aims of the present research13-14
1.3 Methodology of the present research14
1.4 Significance of the present research14
1.5 Organization of the thesis14-16
Chapter Two Literature Review16-20
2.1 Previous researches on metacognitive strategies in senior Engpsh reading teaching abroad16-17
2.2 Previous researches on metacognitive strategies in senior Engpsh reading teaching in China17-18
2.3 Comment18-20
Chapter Three Theoretical Foundation20-30
3.1 Definition of metacognitive strategies20-21
3.2 Classification of metacognitive strategies21-24
3.2.1 O'Malley and Chamot's scheme21-22
3.2.2 Oxford's scheme22-24
3.3 Distinctions between cognitive and metacognitive strategies24-26
3.4 Metacognitive strategies and Engpsh reading26-30
3.4.1 The role of metacognitive strategies in Engpsb reading26-27
3.4.2 The metacognitive strategies used in reading27-30
Chapter Four Research Design30-40
4.1 Research questions30
4.2 Subjects30
4.3 Instruments30-37
4.3.1 Questionnaires31
4.3.2 Tests31-32
4.3.3 Interview32
4.3.4 Classroom experimentation32
4.3.5 Sample lesson32-37
4.4 Procedure37-39
4.4.1 Preparation37-38
4.4.2 Practice38-39
4.4.3 Evaluation39
4.5 Data Collection and analysis39-40
Chapter Five Results and Analysis40-46
5.1 Results and Analysis of the information from questionnaires40-42
5.1.1 Results and Analysis of the information from pre-questionnaire40-41
5.1.2 Results and Analysis of the information from post-questionnaire41-42
5.1.3 Comparison42
5.2 Results and Analysis of the information from tests42-44
5.2.1 Results and Analysis of the information from pre-test42-43
5.2.2 Results and Analysis of the information from post-test43
5.2.3 Comparison43-44
5.3 Results and Analysis of the information from interview44
5.4 Analysis of the information from classroom experimentation44-46
Chapter Six Findings and Suggestions46-52
6.1 Findings46-47
6.2 Suggestions47-52
6.2.1 Instructing metacognitive strategies47-48
6.2.2 Developing students' metacognitive awareness in Engpsh reading48-49
6.2.3 Helping students to work out suitable plans and set up attainable goals49-50
6.2.4 Highpghtening students' self-monitoring and self-evaluation50-52
Chapter Seven Limitation and Conclusion52-55
7.1 Limitation52
7.2 Conclusion52-55
Bibpography55-59
Appendix59-75
Acknowledgements75