Preface
List of Tables and Figures
Chapter 1 Introduction
Chapter 2 Theories of Reading
2.l Process models
2.1 1 Process models of L1 reading
2.1.2 Process models ofL2 reading
2.2 Product models
2.2.1 Componentialmodels ofLl reading
2.2 2 Componenfial models of L2 reading
2.3 Summary
Chapter 3 Metacognitive Knowledge
Vocabulary Size and L2 Reading COmDrehensiOn
3.1 Metacognifive knowledge and reading comprehension
3.1.1 What iS meta？
3.1.2 What is metacognition？
3.1.3 What is metacognitive knowledge？
3.1.4 How does metacognitive knowledge affect reading？
3.1.5 Empirical studies on the relationship between
metacognitive
knowledge and reading comprehension
3.1.6 Summary
3.2 Vocabulary size and L2 reading comprehension
3.2.1 Vocabulary size and threshold vocabulary for L2 reading
3.2.2 Vocabulary size of tertiary L2 learners
3.2.3 How does vocabulary size affect L2 reading
comprehension？
3.2.4 Summary
Chapter 4 Methodology
4.1 Pilot study
4.1.1 Planning session
4.1.2 Training session
4.1.3 Research session
4.2 Research scope of the main study
4.2.1 Research questions
4.2 2 Method of Phase One study
4.2.3 Method ofPhaseTwo study
Chapter 5 Phase One Study Findings：Chinese EFL
Readers’Metacognitive Knowledge in EFL Reading
Comprehension.
5.1 Types of metacognitive knowledge utilized in the think—aloud
task
5.2 Metacognitive knowledge utilized by successful and
lesS successful readers：Case studies
5.2 1 Iris：Reading for information
5.2 2 David：Reading for academic progress
5.2.3 Lily：Reading for vain
5.2.4 Anna：Reading for passing examinationst
5.2.5 Discussion
5.3 Summary
Chapter 6 Phase Two Study Findings：Relationships
among Metacognitive Knowledge，Vocabulary Size
and EFL Reading Comprehension
6.1 Vocabulary size ofChinesetertiaryEFLreaderst
6.2 Relationships among metacognitive knowledge
vocabulary size and EFL reading comprehension
6.2.1 Vocabulary size and EFL reading comprehension
6.2.2 Metacognitive knowledge，vocabulary size and
EFL reading comprehension
6.2.3 Summary and discussion
6.3 Summary
Chapter 7 Conclusion
7.1 Major findings of this study
7.2 Contributions ofthis study
7.2.1 Theoreucal contributions
7.2.2 Empirical contributions
7.2.3 Pedagogical contributions
7.3 Limitations of the study
7.4 Suggestions for future research
REFERENCES
APPENDlCES
APPENDIX 1 Interview guidelines for the subjective Judgment
of text selection in the pilot study
APPENDIX 2 Interview guidelines for think—aloud in the
training and research sessions of the pilot study
APPENDIX 3 Directions for the think—aloud task
APPENDIX 4 Modeling and research texts in the main study
APPENDIX 5 Interview guidelines following the research
session of think-aloud in the main study
APPENDIX 6 Questionnaire on the Metacognitive Knowledge
of EFL Reading Comprehension
APPENDIX 7 AVocabularyLevelsTestNation，1990
APPENDIX 8 EFL Reading Comprehension Test
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