文摘
英文文摘
声明
Acknowledgements
Ⅰ. Introduction
1.1 Background of ESL teaching
1.2 Existing problems in Chinese middle schools classrooms
1.3 Importance of reading
1.4 Rationale for the research
1.5 Structure of the thesis
Ⅱ. The literature review
2.1 Researching background of self-regulated Learning
2.2 Similar terms of self-regulated learning
2.3 Different theories of self-regulated learning
2.4 Definition of self-regulated learning
Ⅲ. English reading comprehension in senior middle schools
3.1Importance of self-regulated study on reading in senior middle schools
3.2 The existing problems of reading
3.3 Characteristics of poor/successful readers
3.4 The new role of teachers
3.4.1 The existing concept and current situation
3.4.2 The new roles of teacher
3.4.3 Teacher's role in a self-regulated learning model
VI. Self-regulated learning instruction model
4.1 A cyclic model for self-regulated learning
4.2 Time allocation for SRL
4.3 Self-evaluation and monitoring
4.4 Planning and goal-setting
4.4.1 Importance of motivation and goal-setting
4.4.2 Problems in goal-setting
4.4.3 Tips on goal setting
4.4.4 Planning in SRL
4.5 Strategy implementation and monitoring
4.5.1 Guide of reading strategy
4.5.2 Students' portfolios
4.6 Outcome monitoring and strategy refinement
4.6.1 The role of outcome monitoring and strategy refinement
4.6.2 The specific ways to monitor outcome and refine strategies
4.6.3 The role self-efficacy plays in outcome monitoring and strategy refinement
4.7 Summary
4.8 Case study: an example of cyclic reading model
Ⅴ. Research design
5.1 Objectives of the study
5.2 Subjects of the study
5.3 Data collection instruments
5.3.1 Questionnaire
5.3.2 Interview
5.3.3 Learners' profile
5.3.4 Teacher's journal
5.3.5 English proficiency test
5.4 Data presentation and discussion
5.4.1 Data Collected Through the English Proficiency Tests
5.4.2 Presentation and discussion of post-test
5.4.3 Presentation and discussion of post-test
5.4.4 Data collected through the Questionnaire
5.4.5 Presentation and discussion on the questionnaire
5.5 Summary
Ⅵ. Conclusion
6.1 Major findings from the experiment
6.2 Implications for future strategy instruction
6.3 Limitations of the present study
6.4 Summary
Bibliography
Appendix
