基于元认知知识的中国学生自主学习与自主写作研究

Chapter 1 Introduction 1.1 Introduction 1.2 The Chinese ELT context 1.3 Aims and significance of the study 1.4 0rganisation of the thesisChapter 2 Literature Review 2.1 Introduction 2.2 Autonomy in language learning 2.3 Metacognition 2.4 Research on writing and writing i
truction 2.5 Summary of the literature reviewChapter 3 Research Design 3.1 Introduction 3.2 Research approaches to language leaming in dassrooms 3.3 I
trument design 3.4 Pedagogical design of the writing cou
e 3.5 Data collection 3.6 Data analysis 3.7 SummaryChapter 4 Knowledge and Beliefs about Self-regulated Language Learning 4.1 Introduction 4.2 Descriptive results of the questionnaire survey 4.3 Relatio
hips between the subcategories of the pe
onvariable 4.4 Attributional facto
in learning success 4.5 Inter-group differences in pe
on, task and strategic variables 4.6 Summary of the chapterChapter 5 Pe
on Knowledge 5.1 Introduction 5.2 Pre-cou
e pe
on knowledge about writing 5.3 Post-cou
e pe
on knowledge about writing 5.4 Key themes of pre- and post-cou
e pe
on knowledge 5.5 Developing trend of pe
on knowledge: triangulation of the diaries 5.6 Participants' questionnaire results of the pe
on variable in language learning 5.7 Summary of the chapterChapter 6 Task Knowledge and Strategic Knowledge 6.1 Introduction 6.2 Pre-cou
e task knowledge about writing 6.3 Post-cou
e task knowledge about writing 6.4 Key themes of pre- and post-cou
e task knowledge 6.5 Developing trend of task knowledge: triangulation of the diaries 6.6 Pre-cou
e strategic knowledge 6.7 Post-cou
e strategic knowledge 6.8 Key themes of pre- and post-cou
e strategic knowledge 6.9 Developing trend of strategic knowledge: triangulation of the diaries 6.10 Participants' questionnaire results of task and strategic variables in language learning 6.11 Effects of the writing cou
e on participants' writing performance 6.12 Summary of the chapterChapter 7 Case Studies 7.1 Introduction 7.2 Xue 7.3 Cheng 7.4 Zhang 7.5 Fang 7.6 Summary of the chapterChapter 8 Overall Discussion and Conclusio
8.1 Introduction 8.2 Revisiting the research goals 8.3 Summary of the research findings and discussion 8.4 The issue of sustainability 8.5 Theoretical model of metacognitive knowledge in language learning 8.6 Pedagogical principles of self-regulation in L2 writing 8.7 Evaluation of the research 8.8 Final conclusio
and recommendatio
for future researchBibliographyAppendices