文摘
英文文摘
声明
Introduction
1.Research Background
2.Significance of the Study
3.Structure of the Thesis
Chapter One Literature Review
1.1 Learner Autonomy
1.1.1 Definition of Learner Autonomy
1.1.2 Research on Learner Autonomy
1.1.3 Conditions for Learner Autonomy
1.2 Learning Strategies
1.2.1 Definition of Learning Strategies
1.2.2 Classification of Learning Strategies
1.3 Learning Strategy Training
1.3.1 Brief Introduction
1.3.2 Definition and Goals of Strategy Training
1.3.3 Models for Strategy Training
1.4 Summary
Chapter Two Methodology
2.1 Subjects
2.2 Teaching Materials Adopted in the Study
2.3 Instruments
2.4 Procedures
2.4.1 Brief Introduction
2.4.2 A Six-step Model of Strategy Training
2.4.3 Summary
2.5 Data Collation
2.6 Data Analysis
Chapter Three Results and Discussion
3.1 The preferred Learning Strategies by the students
3.1.1 Brief Descriptions of Language Learning Strategies
3.1.2 General Description of the Participants' English Study
3.1.3 General Use of Learning Strategies
3.1.4 Strategy Preference of All the Participants
3.2 Effects of Strategy Training
3.2.1 Comparison Between Control Group and Experimental Group Before Strategy Training
3.2.2 Paired-sample T Test of the Control Group
3.2.3 Paired-sample T Test of the Experimental Group
3.3 Pearson Correlation Between Learning Strategies and Language Proficiency
3.4 Discussion and Finding
Chapter Four Conclusion
4.1 Conclusion
4.2 Implications
4.2.1 Classification of Learning Strategies
4.2.2 Pedagogical Implications for Foreign Language Teaching
4.3 Limitations and Suggestions for Further Study
Bibliography
Appendixes
Notes
Acknowledgements