《外教社博學文庫認知知識的中國學生自主學習與自主寫作研究》基於在英國雷丁大學2002年9月至2005年12月間完成的博士論文修改而成，研究主題為在中國外語教學環境下的學習者語言自主學習能力發展。自主學習通常界定為學習者的能力或意願，涉及中國外語學習者的語言自主學習研究往往從跨文化的視角，把自主性闡釋為西方教育傳統的文化理念，以探討在中國外語教學環境下的可適用性。本書則突破了這一文化範疇的局限，研究基於認知心理學領認知知識為理論框認知知識的三個構成要素，即主體知識、任務知識和策略知識，界定和分析了中國外語學習者的自主語言學習和二語寫作的各種觀念和知識，同時結合學生二語寫作技能的培養，通過以自主寫作能力為課程目標的寫作教學行動研究，以歷時觀察的方法考察學生在學習認知知識結構的變化和自主學習與自主寫作能力的發展。

《外教社博學文庫認知知識的中國學生自主學習與自主寫作研究》以認知心理學研認知知識體繫為理論框架，以中國外語學習者為研究對像，通過自主寫作教學探究實踐和多途徑的研究觀察，詳盡分析和研究了學生自主語言學習和自主寫作能力發展相關的各種學習觀念與知識。《外教社博學文庫認知知識的中國學生自主學習與自主寫作研究》提出了可解釋外語自主學習和自主認知知識交互作用的理論模式以及基於過程寫作法的自主寫作課程教學原認知理論應用、教學行動研究設計以及定性數據分析處理等方面均可以為國內外語教學研究和實踐提供重要的參考資料。

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 thesis
Chapter 2 Literature Review
2.1 Introduction
2.2 Autonomy in language learning
2.3 Metacognition
2.4 Research on writing and writing instruction
2.5 Summary of the literature review
Chapter 3 Research Design
3.1 Introduction
3.2 Research approaches to language leaming in dassrooms
3.3 Instrument design
3.4 Pedagogical design of the writing course
3.5 Data collection
3.6 Data analysis
3.7 Summary
Chapter 4 Knowledge and Beliefs about Self-regulated Language Learning
4.1 Introduction
4.2 Descriptive results of the questionnaire survey
4.3 Relationships between the subcategories of the personvariable
4.4 Attributional factors in learning success
4.5 Inter-group differences in person, task and strategic variables
4.6 Summary of the chapter
Chapter 5 Person Knowledge
5.1 Introduction
5.2 Pre-course person knowledge about writing
5.3 Post-course person knowledge about writing
5.4 Key themes of pre- and post-course person knowledge
5.5 Developing trend of person knowledge: triangulation of the diaries
5.6 Participants' questionnaire results of the person variable in language learning
5.7 Summary of the chapter
Chapter 6 Task Knowledge and Strategic Knowledge
6.1 Introduction
6.2 Pre-course task knowledge about writing
6.3 Post-course task knowledge about writing
6.4 Key themes of pre- and post-course task knowledge
6.5 Developing trend of task knowledge: triangulation of the diaries
6.6 Pre-course strategic knowledge
6.7 Post-course strategic knowledge
6.8 Key themes of pre- and post-course 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 course on participants' writing performance
6.12 Summary of the chapter
Chapter 7 Case Studies
7.1 Introduction
7.2 Xue
7.3 Cheng
7.4 Zhang
7.5 Fang
7.6 Summary of the chapter
Chapter 8 Overall Discussion and Conclusions
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 conclusions and recommendations for future research
Bibliography
Appendices

Questionnaires are also a popular research tool for studying larningstrategies of L2 learners and self-regulation. The following studies are ofparticular relevance to the questionnaire design ofthe present study.Oxford（1990） designed a survey instrument called "Strategies in Language Learning"（SILL）， which has a wide currency in the investigation oflanguage learners'learning strategies， particularly about the use ofcognitive and metacognitivestrategies. Rubin and Thompson （1994） developed a questionnairespecifically concerned with language learners' executive control over theirlearning. The function of executive control mainly includes the use ofmetacognitive or self-regulated strategies， such as planning， monitoring， and evaluation. Wen and Johnson （1997） combined the survey techniques within-depth interviewing to establish the impact ofa number oflearner variableson Chinese tertiary level students' achievement on a language course. Thestudy found that self-management strategies， such as planning， evaluation，and affective control， had an important part to play in separating successful and unsuccessful language learners.
These studies have shown that the questionnaire instrument isan effective， efficient research tool for identifying patterns oflanguagelearners' knowledge and beliefs about language learning， and theirstrategy use. Moreover， the questionnaire data can provide usefulinformation about the relationship between learner beliefs and othervariables oflanguage learning， such as self-regulation/autonomy， learningachievements， and learners' cultural backgrounds. The adoption ofthe questionnaire instrument in this study has been informed by theseprevious studies.
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