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 O
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