文摘
英文文摘
ABBREVIATIONS
ACKNOWLEDGMENTS
1 INTRODUCTION
1.1 Background
1.2 Significance of the Present Research
2 THEORETICAL BASIS:LANGUAGE LEARNING STRATEGIES AND LFARNING AUTONOMY
2.1 Different Definitions of Language Learning Strategies
2.2 Goals of Studies on Language Learning Strategies
2.3 Language Learning Strategies:Cognitive and Metacognitive Perspective
2.4 Three Major Classifications of Language Learning Strategies Abroad
2.4.1 Oxford' s Classification
2.4.2 Cohen' s Classification
2.4.3 O' Mallay and Chamot' s Classification
2.5 The Four Learning Strategies According to the Curriculum Criteria for Senior Middle Schools
2.5.1 Cognitive Strategies
2.5.2 Self-monitoring Strategies
2.5.3 Communication Strategies
2.5.4 Resource Strategies
2.6 Definition of Learner' s Autonomy
2.7 Previous Studies on Learner Autonomy
2.8 Learner Autonomy: Development Through Practice
2.9 The Relationship Between Learning Autonomy and the Use of Language
3 THE PRESENT STUDY
3.1 Key Research Questions for the Study
3.2 Participants
3.3 Materials
3.3.1 The (NMET) Mid-term and Final Exam Achievement Lists
3.3.2 The Questionnaire
3.4 Procedures
3.5 Data Collection and Analysis
3.6 Results
3.7 Discussion
4 SUGGESTIONS ON TEACHING STUDENTS TO BE AUTONOMOUS LEARNERS
4. 1 Carrying Out Learner Strategy Training in Foreign Language Teaching
4. 1.1 The Goal of Strategy Training
4. 1.2 Integrating the Strategies-based Instruction with Language Tasks
4.2 Changing the Role of Teachers in Strategy -based Instruction
4.2.1 Teachers as Diagnosticians
4.2.2 Teachers as Learner Trainers
4.2.3 Teachers as Coaches
4.2.4 Teachers as Coordinators
4.3 Advocate the Task-based Teaching Mode, and Foster the Students' Comprehensive Language Use Ability.
4.3. 1 Tasks in Foreign Language Teaching
4.3.2 Specific Activities
4.4 Paying Close Attention to the Learners' Affect and CreateaRelax, Democratic and Harmonious Context
4.4.1 The Significance of Solving Affective Problems
4.4.2 Suggestions for the Teachers
4.5Broaden the Students' Cultural Field of Version and Develop Their Sense and Ability of Intercultural Communication
4.6Utilizing Modern Teaching Techniques and Widen the Chance of Learning and Employing English for the Students
4.70rganize Kinds of Lively and Positive After-class Activities to Improve the English Learning
5CONCLUSION
5. 1 Conclusion of the Research
5. 2 Limitations of the Research and Suggestions for Further Study
REFERENCES
APPENDIX
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