摘要
Abstract
Introduction
Chapter One Background on China Distance Learning
1.1 Why Distance Learning
1.2 The Characteristics of Distance Learners
1.2.1 The Different Types of Distance EFL learners
1.2.2 The Difficulties Encountered by Distance EFL Learners
1.3 A Need for Learner Autonomy and Self-regulated Learning
1.3.1 Theoretical Basis----Cognitive Psychology
1.3.2 Self-regulated Learning and Distance Education
1.4 A Need for Study on Distance Learners' Language Learning Strategies
Chapter Two Research Review on LLS
2.1. Definitions of LLS
2.2. Main Features of LLS
2.3.Classifications of Language Learning Strategies
2.4. Effectiveness and Orchestration of L2 Learning Strategies
2.5. Importance of LLS in Distance Learning
Chapter Three The Factors Affecting the Choice of LLS
3.1 Situational Factors
3.1.1 Social Setting
3.1.2 School Setting
3.1.3 Learning Tasks
3.2 Learner Factors
3.2.1. Learners' Language Performance
3.2.2 Gender Differences
3.2.3. Learners' Motivation, Attitudes, and Beliefs
3.2.4. Learning Styles
Chapter Four Methodology of the Current Study
4.1. Research Questions
4.2. Participants
4.3. Instrument
4.4. Methods and Procedures
Chapter Five Results and Discussions
5.1. The Use of LLS by Distance EFL Learners
5.1.1. Cognitive Strategies
5.1.2. Memory Strategies
5.1.3. Compensation Strategies
5.1.4. Metacognitive Strategies
5.1.5. Social-affective Strategies
5.2 LLS Used by Good and Poor Distance EFL learners
5.3. Factors in Successful Distance Language Learning
Chapter Six Educational Implications and LLS Instruction
6.1 The Goal of Strategy-based Instruction
6.2 Research about Learning Strategy Instruction
6.3 Approaches to Teaching LLS
6.3.1 Uninformed Strategy Instruction
6.3.2 Direct and Integrated Instruction
6.4 LLS Instruction in Distance Language Learning
6.4.1 Stages to Self-regulated Learning
6.4.2 The Role of Tutors/Teachers in Strategy-based Instruction
6.5 Summary
Bibliography
Appendix A: Questionnaire on Language Learning Strategies by Distance EFL Learners
Appendix B: Survey on Factors Affecting the Success in Distance Language Learning
Acknowledgements
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