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earner autonomy. The researchersand educators have also realized the importance of it and started to center more attention onthe methods of learning.According to O'Malley & Chamot (1990)，leaning strategies can be classified intocognitive strategies, social&affective strategies and metacognition strategies, which interactwith each other in learning process. Metacognitive strategies are believed by researchers toplay the central role in facilitating learning in the long run and help learners become moreindependent in their learning process and taken as “essential for successful learning" (Oxford,1990; 136). Victori & Lockhart (1995:223-34) hold the view that because of neglectingmetacognitive strategies and lacking of the necessary psychological preparation, learnershave misconception in mind about learning materials, learning strategies and teaching tasks.Wang Duqin (2002) believes that fostering students" metacognition plays the key role indeveloping students' learner autonomy.

Chapter 2 Literature Review

Abundant theories relevant to the study are dealt with in this chapter. The definitions, thetheoretical basis and related studies of learner autonomy at home and abroad are elaborated inthe first part. The different definitions and classifications of metacognitive strategy are putforward in second part. The third part gives a detailed introduction of metacognitive strategytraining and discusses the significance of metacognitive strategy training in higher vocationalcolleges. The fourth part offers the relationship between learner autonomy and metacognitivestrategy. The fifth part presents the relation between language proficiency and metacognitivestrategy employment.

2.1 Learner Autonomy
Cultivating learner autonomy has been a main topic in the field of foreign languageeducation. Then, what is learner autonomy? Many linguists and educationists study learnerautonomy from different perspectives and have tried to define it. They provide differentdefinitions, which help our understanding of its complex and multifaceted nature. HenryHolec first brought up the concept in 1981 into the field of foreign language research. Hestates that “learner autonomy refers to learner's ability to take charge of their own learning'"(Holec, 1981:3). Little argues that learner autonomy is “essentially a matter of the learner'spsychological relation to the process and content of learning” (Little, 1990:7). Dickinsondefines autonomy as “the situation in which the learner is totally responsible for all of thedecisions concerned with his learning and implementation of those decisions.” (Dickinson,1987:11). Central to Dickinson's notion of autonomous learning is learners' responsibleattitude towards self-management and their skillful implementation. It is necessary tointroduce Dickinson's view towards autonomous learner. Dickinson holds the view thatautonomous language learners possess the following salient characteristics: (a) They have theability of identifying what has been instructed, (b) They are capable of formulating their ownobjectives, (c) They can select appropriate learning strategies and they are able to monitorconsciously their utilization of learning strategies, (d) They are capable of identifying whichstrategy functions for themselves and which does not, and make corresponding adjustment, (e) They are able to self-evaluate constantly (Dickinson, 1995). 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。