文摘
英文文摘
声明
Acknowledgements
Ⅰ. Introduction
Ⅱ. Literature Review
2.1 Learner Autonomy
2.1.1 Definition of Learner Autonomy
2.1.2 Major Components of Learner Autonomy
2.2 Learning Strategy
2.2.1 Definition of Learning Strategy
2.2.2 Components of Learning Strategy
2.3 Learning Strategy Training
2.3.1 Justification of Learning Strategy Training
2.3.2 Different Views on Learning Strategy Training
Ⅲ. Current Situations of College English Learning
3.1 Learners' Beliefs about Language Learning
3.2 Teachers' Beliefs about Language Learning
3.3 Current Teacher-Oriented and CET-Oriented Learning Mode
3.4 Preparing Learners for Autonomous Language Learning
3.4.1 Self-Access Centers and Autonomous Learning
3.4.2 Cooperative Learning
3.4.3 Computer-Assisted Language Learning
Ⅳ. Promoting Learner Autonomy by Learning Strategy Training
4.1 Approaches to Promote Learner Autonomy through Strategy Training
4.1.1 Task-Based Learning
4.1.2 Teacher Counseling
4.1.3 Journal Writing
4.2 Integrating Learner Training into Normal Class
4.2.1 Explicit Strategies-Based Instruction
4.2.2 Practical Application
4.3 Teacher's Role in Strategy Training
Ⅴ. An Empirical Study
5.1 Subjects and Course Design
5.2 Research Purpose and Methods
5.3 Procedures
5.3.1 Listening
5.3.2 Speaking
5.3.3 Learning Management
5.4 Results
5.4.1 Findings
5.4.2 Limitations
5.4.3 Implications and Suggestions
Ⅵ. Conclusion
Appendix
Bibliography
