文摘
英文文摘
Acknowledgements
Ⅰ Introduction
1. 1 Autonomous learning in our schools
1.2 Importance of English reading in EFLL
1.3 Necessity of extra-curricular autonomous reading
Ⅱ Autonomous reading of Extra-curriculum
2.1 Definition of autonomous reading of extra-curriculum
2.2 Rationales for promoting learner's autonomous reading
2.2.1 Humanism view
2.2.2 Constructivism view
2.2.3 Metacognitive theory
2.2.4 Input Hypothesis
2.3 Roles of teachers and learners
2.4 Principles of autonomous reading
Ⅲ Methods to extra-curricular autonomous reading
3.1 Determining the reading goals
3.2 Making good use of the library
3.3 Taking reading-notes
3.4 Method of Reading Record
Ⅳ Materials of extra-curriculum autonomous reading
4.1 Investigation and preparation of reading material
4.1.1 Learners' need
4.1.2 Learners' interest
4.1.3 Learners' language proficiency
4.2 Criteria for selecting materials
4.3 Selection of extra-curricular reading materials
Ⅴ Research design
5.1 Objectives
5.2 Subjects
5.3 Data collection Instruments
5.3.1 Questionnaire
5.3.2 Interview(see Appendix3)
5.3.3 Test
5.4 Experiment Procedure
5.4.1 Setting goals and making reading plans (Stage one)
5.4.2 Learners' training (Stage two)
5.4.3 Teachers' guiding (Stage three)
5.4.4 Learners' monitoring (Stage four)
5.4.5 Making assessment (Stage five)
5.5 Data analysis
5.5.1 Data analysis tinough the questionnaires
5.5.2 Data analysis from interview
5.5.3 Data analysis from testing scores
5.6 Summary
Ⅵ Conclusion
6.1 Principal findings of the study
6.2 Implications
6.3 Limitations
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Bibliography
