本站原创Acknowledgements4-5
Abstract5-7
中文摘要7-9
Table of Contents9-14
List of Figures and Tables14-15
List of abbreviations15-16
Chapter One Introduction16-20
1.1 The Background and Rationale of the Study16-18
1.1.1 The Role of Metacognitive Reading Strategies16
1.1.2 The Importance of Engpsh Reading in China16-17
1.1.3 The Problems Emerging from Engpsh Reading in China17
1.1.4 The Demands of CNC17
1.1.5 The Rationale of this Research17-18
1.2 Aims and Boundaries of the Study18
1.3 The Participants and Context of the Study18-19
1.4 Overall Structure 写作指导软件开发of the Thesis19-20
Chapter Two Literature Review20-32
2.1 The Key Terms20-21
2.2 Psychopnguistic Reading Models21-22
2.3. Metacognitve Strategies22-23
2.3.1 S~2R Model22
2.3.2 Origin, Definition, Importance and Classification of Metacognitve Strategies22-23
2.4 Metacognitive Reading Strategies23-28
2.4.1 Incorporating Metacognitive Strategies into Reading23-25
2.4.2 Empirical Studies on Learners' Use of Metacognitive Reading Strategies25-26
2.4.2.1 Empirical Studies on Learners' Use of Metacognitive Reading Strategies abroad25-26
2.4.2.2 Empirical Studies on Learners' Use of Metacognitive Reading Strategies at Home26
2.4.3 Empirical Studies on Teachers'Metacognitive Reading Strategy Instruction(MRSI)26-28
2.4.3.1 Empirical Studies on Teachers' MRSI abroad26-28
2.4.3.2 Empi rical Studies on Teachers' MRSI at Home28
2.5 The New Engpsh Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools(CNC)28-30
2.6 The Justification and Signincance of the Study30-32
Chapter Three Methodology32-41
3.1 Considering Ethical Issues32
3.2 Justifying Research Approach32-33
3.2.1 Case Study32-33
3.2.2 Mixed Methods Research33
3.3 The students' Questionnaire33-36
3.3.1. The Participants33-34
3.3.2 Designing the Questionnaire34-35
3.3.3 Piloting the Questionnaire35-36
3.3.3.1 Thinking about the Form35
3.3.3.2 Thinking about the Meaning35
3.3.3.3 Thinking about the Respondents35-36
3.3.4 Administering Questionnaire36
3.3.5 Compipng the Data36
3.4 The Teachers' Interview36-39
3.4.1 The Participants36
3.4.2 Devising the Interview36-37
3.4.3 Piloting the Interview Guide37-38
3.4.4 Conducting the Interview38
3.4.5 Transcribing and Coding the Data38-39
3.5 Methodological Limitations39-41
3.5.1 Limitations Caused by Data Collection39
3.5.2 Limitations Caused by Researcher39-40
3.5.3 Limitations Caused by Participants40-41
Chapter Four Results and Discussion41-60
4.1 Results41-52
4.1.1 Questionnaire Results41-47
4.1.1.1 The overall use of metacognitive strategies42-43
4.1.1.2 The Results of Paying Attention Strategies43-44
4.1.1.3 The Results of Planning Strategies44-45
4.1.1.4 The Results of Monitoring Strategies45-46
4.1.1.5 The Results of Evaluating Strategies46-47
4.1.2 Interview Results47-52
4.1.2.1 Teachers' Awareness of Metacognitive Reading Strategies47-48
4.1.2.2 The Contents of Metacognitive reading strategies that Teachers Teach48-51
4.1.2.2.1 Paying Attention49
4.1.2.2.2 Planning49-50
4.1.2.2.3 Monitoring50
4.1.2.2.4 Evaluating50-51
4.1.2.3 The Methods of MRSI Teachers Teach51-52
4.1.2.3.1 Presentation51
4.1.2.3.2 Practice51-52
4.2 Discussion52-56
4.2.1 Comparing the use with the CNC52-56
4.2.1.1 Consistency between the Use of Metacognitive Reading Strategies Reported in this Study with the Requirements of the CNC52-54
4.2.1.2 Gap between the Use of Metacognitive Reading Strategies Reported in this Study with the Requirements of the CNC54-55
4.2.1.3 Further Findings and Possible Reasons55-56
4.3 Linking My Findings to the Framework56-57
4.3.1 Consistence and Discrepancy between Students' Use and that Reported in Previous Studies56-57
4.3.2 Consistency and Discrepancy between Teachers' Instruction and that Reported in Previous Studies57
4.4 Research Limitations and Suggestions for Improvement57-58
4.5 Summary of Results and Discussion58-60
Chapter Five Conclusion60-64
5.1 Principle Findings60-61
5.2 Pedagogical imppcations61-62
5.3 Recommendations for Further Research62
5.4 Reflection on this Project62-64
References64-68
Appendices68-117
Appendix 1 Letter to the principal and consent form 1 in both Chinese version and Engpsh version68-73
Appendix 2 Letter to the students and consent form 2 in both Chinese version and Engpsh version73-77
Appendix 3 Letter to the teachers and consent form 3 in both Chinese version and Engpsh version77-81
Appendix 4 Classification of Metacognitive Strategies81-84
Appendix 5 Excerpt of New Engpsh Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools84-88
Appendix 6 Categorizing the requirements of Learning and Teaching Metacognitive Strategies88-90
Appendix 7 Distribution of metacognitive reading strategy questionnaire (MRSQ)90-91
Appendix 8 The Original Version of MRSQ in Chinese High School91-94
Appendix 9 The Final Version of MRSQ in Chinese High School94-97
Appendix 10 The Final Chinese Version of MRSQ in Chinese High School97-100
Appendix 11 The Calculation of the Mean100-101
Appendix 12 Piloted Interview Guide101-103
Appendix 13 The Coding System for Teachers' Description of Metacognitive Reading Strategies103-105
Appendix 14 Transcription of the Interview 1105-109
Appendix 15 Transcription of the Interview 2109-112
Appendix 16 Transcription of the Interview 3112-115
Appendix 17 Transcription of the Interview 4115-117