Abstract 1

摘  要 2

1。 Introduction 1

1。1 Background 1

1。2 Layout of the thesis 2

2。 Literature review 3

2。1 Metacognitive awareness 3

2。1。1 The concept and classification of metacognitive awareness 3

2。1。2 Studies on metacognitive awareness 3

2。2 Academic motivation 4

2。2。1 The concept and classification of academic motivation 4

2。2。2 Studies on academic motivation 5

2。3 Metacognitive strategies 5

2。3。1 The concept and classification of metacognitive strategies 5

2。3。2 Studies on metacognitive strategies at home and abroad 7

2。4 Matacognitive strategies, matacognitive awareness and academic motivation 7

2。4。1 Matacognitive strategies and metacognitive awareness 8

2。4。2 Matacognitive strategies and academic motivation 8

3。 Research design 9

3。1 Hypothesis and research questions 9

3。2 Participants 9

3。3 Instruments 9

3。2。1 Metacognitive Awareness Inventory (MAI) 9

3。2。2 Academic Motivation 来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766 Scale (AMS) 10

3。2。3 English tests 10

3。3 Procedure 10

4。 Results and discussion 14

4。1 Change of students' perceived levels of MAI and AMS 14

4。2 The effects of metacognitive strategy training on students' English performance 15

4。3 Correlations among students' metacognitive awareness, academic motivation and academic performance 16

5。 Conclusion 19

5。1 Major findings and suggestions 19

5。2 Limitations and future expectations 21

Reference 23

Appendix 26

1。 Introduction

1。1 Background

In the modern society, as the update speed of knowledge and information accelerate, autonomous learning and life-long learning has become an inevitable trend。 Facing the challenge of the new century, inpiduals can not adapt to the rapidly changing environment only relying on the limited knowledge in the textbook。 Therefore, the ability for learners to gain the knowledge of cognition, master learning strategies, be able to control and adjust their learning process, and have the competence of independent thinking and effective learning has become a great concern in many countries。

Specific to the English subject, the New English Curriculum has made clear requirements for English teaching。 It emphasizes on students' English learning process: Teacher should help students build up self-confidence, master effective learning strategies, develop good study habits and cultivate team spirit of cooperation and ability of independent learning as well。 Moreover, Curriculum clarifies that the student is the undertaker of the learning tasks in the teaching process and advocates the significance of the development of students' autonomous learning ability。 In the process of cultivating this ability, it is very important for students to form meaningful learning strategies for their lifelong development。