声明
Abstract
摘要
Contents
Chapter 1 Introduction
1．1 Research Background
1．2 Research Significance
1．3 The Layout of the Thesis
Chapter 2 Literature Review
2．1 Language Learning Strategies
2．2 Grammar Learning Strategies
2．2．1 The Relationship between Grammar and Learning Strategies
2．2．2 Issues on Grammar Learning Strategies
2．3 Correlation between Grammar Learning Strategies and Language Achievement
2．3．1 Correlation between Grammar Learning Strategies and Language Achievement Abroad
2．3．2 Correlation between Grammar Learning Strategies and Language Achievement in China
Chapter 3 Research Methodology
3．1 Research Questions
3．2 Research Subjects
3．3 Research Methods
3．4 Research Instruments
3．4．1 Questionnaire
3．4．2．Interview
3．4．3 Examination Materials
3．5 Research Procedures
3．5．1 Data Collection
3．5．2 Data Analysis
Chapter 4 Research Results and Discussion
4．1 The Overall Use of Grammar Learning Strategies
4．1．1 The Most Frequently-used Grammar Learning Strategies
4．1．2 The Least Frequently-used Grammar Learning Strategies
4．2 Correlation between Grammar Learning Strategies and Language Achievement
4．2．1 Correlation between Cognitive Strategy Dimension and Language Achievement
4．2．2 Correlation between Meta-cognitiVe Strategy Dimension and Language Achievement
4．2．3 Correlation between Emotional Strategy Dimension and Language Achievement
4．2．4 Correlation between Social Strategy Dimension and Language Achievement
4．3 Differences between High-achieVers and Low-achievers in the Use of Grammar Learning Strategies
4．3．1 Differences in Cognitive Strategies between High-achievers and Low-achievers
4．3．2 Differences in Meta-cognitive Strategies between High-achieVers and Low-achievers
4．3．4 Differences in Social Strategies between High-achievers and Low-achievers
Chapter 5 conclusion
5．1 Summary of Research Questions
5．1．1 Findings on the Overall Use of English Grammar Learning Strategy of Junior Three Students
5．1．2 Correlation between Grammar Learning Strategies and Language Achievement
5．1．3 Differences in the Use of Grammar Learning Strategies between High-achieVers and Low-achievers
5．2 Pedagogical Implications
5．2．1 Updating Teaching Concepts and Optimizing Teaching Methods
5．2．2 Cultivating Meta-cognitive Grammar Learning Strategies
5．2．3 Training Cognitive Learning Strategies
5．2．4 Developing Emotional and Social Strategies
5．3 Limitations of this Study
5．4 Suggestions for the Future Studies
Works Cited
Acknowledgements
发表论文和参加科研情况
Appendix
