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nbsp; 3.2 Research Subject .........28-29
    3.3 Research Instrument......... 29-31
    3.4 Data Collection......... 31-32
    3.5 Data Analysis .........32-33
4 Chapter Four Results and Discussion......... 33-45
    4.1 Current Status of Intercultural Sensitivity......... 33-38
    4.2 Current Status of Target Culture Acquisition .........38-42
    4.3 Correlation between Intercultural Sensitivity......... 42-45
5 Chapter Five Conclusions and Limitations......... 45-49
    5.1 Major Findings......... 45-46
    5.2 Implications .........46-48
        5.2.1 Priority to the development.........46-47
        5.2.2 Sequential culture teaching......... 47
        5.2.3 Comprehensive culture acquisition .........47-48
5.3 Limitations and Suggestions......... 48-49

Conclusion

The present study was carried out in a famous private college. Its purpose is toinvestigate the possibility of metacognitive strategies training to fostering learnerautonomy and verify the effectiveness of metacognitive strategytraining on students' learner autonomy and language proficiency in private college. Thepresent study attempts to explore a feasible instruction approach on improvinglearner's learner autonomy and language proficiency. The research results can verifythat metacognitive strategy training has positive effect on language learning aspect ofnon-English major freshmen in private college:
i) It inspired the learning motivation of students. During the training, most of whether ornot excellent students showed great interest and confidence in English learning
.ii) It strengthened students‘ awareness of strategies learning. After training, studentshave been familiar with and mastered more knowledge of metacognition andmetacognitive strategies. Meanwhile, the ability of metacognitive strategies applicationhas been enhanced. They could be clearly aware of their learning task and manage theirwhole learning process by making up for the shortcomings searched in learning processwith new learnt strategies.
iii) Students have become more autonomous learner. After training, students havebecome less dependent on teachers and consciously manager their own learning process.They attempted to look for appropriate and efficient learning approaches by reviewingtheir own learning process.

Bibliography
1 Dam, L. 1990. Learner Autonomy in www.51lunwen.org/englishpaperguide/ Practice. Great Britain: Bourne Press.
2Dickinson, L. 1987. Self-instruction in Language Learning(M〕.London: CambridgeUniversity Press.
3Anderson, J. R 1983. The Architecture of Cognition. Cambridge, MA:HarvardUniversity Press.Benson, P. (2005) Teaching and Researching Autonomy in Language Learning.Foreign Language Teaching and Research Press.
4Brown, A. L., Branford, J.D., Ferrara, R. A., and Campione, J. C. Learning,Remembering, and Understanding [A]. Carmichael's Manual of Child Psychology[C].ed by Flavell& Markman. New York: Wiley, 1983. 58-69.
5Brown, A. 1987. Metacognition, executive control, self- regulation, and other moremysterious mechanisms. In Weiner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。