Generally, cultivating good habits of autonomous learning and improving the efficiency of learning requires students gradually form effective learning strategies, especially for the effective use of metacognitive strategies。 Just as Wenden (1985) points out, the strategy training, especially metacognitive strategy training, is a vital factor to promote learner's autonomy。 Reasonable metacognitive strategies can enable students to better examine their own learning process, help students to learn to arrange reasonable learning time and learning contents, to monitor, adjust and make appropriate self-evaluation about the specific learning process , and can continually stimulate their learning motivation。 This is one of the necessities for students to successfully manage learning。

In addition, the author attempts to target the participants as senior high school students。源Q于W优E尔A论S文R网wwW.yOueRw.com 原文+QQ75201,8766

Biggs(1987) and Bondy(1984) once denoted that the capacity to understand and apply metacognitive knowledge and strategies changes directly with age。 Primary school students and junior high school students relatively have ambiguous metacognitive awareness and much more single academic motivation because of their younger age, emotional instability and mental immaturity。 In consequence, to some degree, the experimental results among those adolescents of this study will lack of the accuracy。 College students always have more mature ideas and the autonomy of their learning is very strong。 Nevertheless, for them, teacher's intervention and assistance on metacognitive strategy can not be too much and their academic performance will be difficult to quantify and unify。 For this reason, according to the requirements of this study, senior high school students(16-18 years old) are the most appropriate。 They have a certain metacognitive awareness and academic motivation and their English scores can be seen as unified quantification standards to assess students' academic performance。 Moreover, teacher in their study has a great intervention in the implementation of their metacognitive strategies, which, for the whole experiment, will produce a comparatively obvious effect。

Based on the previous literature, this study attempts to explore whether the training of metacognitive strategies can affect a learner' metacognitive awareness and academic motivation。 This chapter will mainly explain the background and significance of the research, and also a general preview of the thesis will be presented。

1。2 Layout of the thesis

This thesis contains five chapters:

Chapter One is the introduction, the author provides the general background of the study and the outline of the thesis。

Chapter Two is the literature review。 An overall review of the literature concerning the previous studies on metacognitive strategies, academic motivation and metacognitive awareness are analyzed。 Some related studies at home and abroad are also be sorted out to describe the present situation of the research。

Chapter Three is the design of the research。 In this chapter, the author provide the research design, including research questions, participants, instruments and research procedures, which are the employed measures in the experiment。

Chapter Four presents data collection and data analysis that result in the conclusions。 It presents an analysis and discussions of the scales' results and the results of students' English academic performance before and after the training。 The data obtained by the two scales and English tests are processed by SPSS 16。0。 to test the significant differences of metacognitive strategy use, academic motivation and metacognitive awareness  between pretests and post-tests in the experimental class。

Chapter Five is the conclusion of the present thesis。 Major findings are concluded。 It points out the limitations and suggestions for the further research。 Expectations of the thesis are also proposed in this chapter。