Foreword
Preface
前言
Acknowledgments
List of Tables
List of Figures
Chapter One Introduction
1.1 Necessity of Exploring ESL/EFL Reading Teachers' Knowledge Base
1.2 Difficulty of Exploring ESL/EFL Reading Teachers' Knowledge Base
1.3 Status Quo of Exploring ESL/EFL Reading Teachers' Knowledge Base
1.3.1 Exploring Teachers' Knowledge Base at the Cognitive Level
1.3.2 Exploring Teachers' Knowledge Base at the Metacognitive Level
1.4 Research Purpose
Chapter Two Design of a Case Study on Metacognitive Knowledge
2.1 Base of the Research Design: Carifio-Perla Model
2.2 Design of the Research: A Two-Phase Case Study
2.2.1 Case Study: Phase Ⅰ
2.2.2 Case Study: Phase Ⅱ
Chapter Three Construction of a General Metacognitive Knowledge Framework
3.1 Understanding the Concept of Metacognition
3.2 Distinguishing Met&cognition from Cognition
3.3 Understanding the Concept of Metacognitive Knowledge
3.4 Flavell's Conceptualization of Metacognitive Knowledge
3.4.1 Metacognitive Knowledge= A Class of Metacognitive Phenomena
3.4.2 Metacognitive Knowledge: The Base of Metacognitive Phenomena
3.4.3 Metacognitive Knowledge= Its Three Variables
3.5 Other Researchers' Conceptualization of Metacognitive Knowledge
3.5.1 Knowledge Structures in Information Processing Theory
3.5.2 Knowledge Structures in Cognitive Psychology
3.6 A Theoretical Framework of Metacognitive Knowledge
Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework
4.1 The Scope of Investigating Reading Teachers' Metacognitive Knowledge
4.2 The Identification of the Critical and High Quality Knowledge Base
4.3 The Finalization of the Content of The Monograph
Chapter Five Validation of the Metacognitive Knowledge Exploration
5.1 Methodology of the Validation
5.1.1 Review Panels
5.1.2 Data Collection
5.1.3 Data Analyses
5.2 Results of the Validation
5.2.1 Structured Responding Results
5.2.1.1 Structured Item-by-Item Responses by Teacher Educators
5.2.1.2 Structured Item-by-Item Responses by In-Service Reading Teachers
5.2.1.3 Structured Criteria Responses by Teacher Educators
5.2.1 4 Structured Criteria Responses by In-Service Reading Teachers
5.2.1.5 Structured Responding Results by Both Panels in Comparison
5.2.2 Open-Ended Responding Results
5.2.2.1 Description of the Open-Ended Responses by Both Panels
5.2.2.2 Rated Open-Ended Responses by Teacher Educators
5.2.2.3 Rated Open-Ended Responses by In-Service Reading Teachers
5.3 All Responses by Both Panels in Comparison
5.4 Surnry and Discussion of the Results
5.4.1 Views on the General MKF Construction
5.4.2 Views on the General MKF Elaboration
5.4.2.1 A Reading Model
5.4.2.2 Enfolding the General MKF in the ESL/EFL Context
5.4.2.3 Constructs and Teaching Demands of Summarizing Strategies Instruction
5.4.2.4 Strategy Categories of Summarizing Strategies Instruction
5.4.2.5 Selection of Cognitive and Metacognitive Pedagogical Strategies
5.4.2.6 A Sample Lesson Plan
5.4.3 Differences in Evaluating The Monograph
5.4.4 Summing-up of the Results
Chapter Six Cross-Validation of and Personal Reflection on the Research Process
6.1 Cross-Validation of the Results from Other Studies
6.2 Analysis of the Informal Research Journal
6.2.1 Theme Ⅰ: Understanding the Concept "Metacognition
6.2.2 Theme Ⅱ: Organizing and Synthesizing Resources
6.2.3 Theme Ⅲ: Writing of The Monograph
Chapter Seven Final Reflections
7.1 Overview of the Research Design
7.1.1 Phase Ⅰ of the Study= The Theorization Process
7.1.2 Phase Ⅱ of the Study: The Validation Process
7.2 Limitations of the Case Study
7.3 Implications of the Case Study
7.4 Directions for Future Research
7.5 Concluding Comments
References
Definition of Terms
Appendices
Appendix A
Appendix B
Appendix C
