| Learner autonomy has gradually become the common leading principle in language teaching and learning. Yet in the practice of teaching Chinese as a second language, setting learner-orientation and learner autonomy as the goal still has a long way to go. The application of metacognitive strategy plays an important part in developing learner autonomy. In CSL classrooms, cognitive strategies are usually paid more attention to while metacognitive strategies are rarely applied, which may be one of the reasons why CSL learner autonomy are not fully developed. Therefore, it is significant to train learner's metacognitive strategies in promoting learner autonomy in teaching Chinese as the second language.
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