声明
Acknowledgements
Abstract
摘要
CONTENTS
Chapter One Introduction
1.1 Background
1.2 Purpose and Significance
1.3 Layout
Chapter Two Research Framework and Literature Review
2.1 Research Framework
2.2 Theories on Learning Strategies
2.2.1 Definitions and Characteristics of Learning Strategies
2.2.2 Classifications of Learning Strategies
2.3 Theories on Input and Output
2.3.1 Krashen’s Input Hypothesis
2.3.2 Swain’s Output Hypothesis
2.3.3 Harmer’s Balanced Theory
2.3.4 Receptive Skills and Productive Skills
2.4 Relevant Researches at Home and Abroad
2.4.1 Learning Strategies and English Four Skills
2.4.2 Difference in Strategy Use
Chapter Three Research Design
3.1 Objectives
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaire About Learning Strategies
3.3.2 Questionnaire About Language Learning Beliefs
3.3.3 Questionnaire About Perceptual Learning Style
3.3.4 The Test of Embedded Figure for Cognitive Style
3.3.5 Interview
3.4 Data Collection Procedures
Chapter Four Results and Discussion
4.1 Different Strategy Use in Output
4.1.1 Different Strategy Use in Speaking
4.1.2 Different Strategy Use in Writing
4.2 Different Strategy Use in Input
4.2.1 Different Strategy Use in Listening
4.2.2 Different Strategy Use in Reading
4.3 Interview Findings
Chapter Five Major Factors Influencing Strategy Use
5.1 Learning Beliefs
5.1.1 Learning Beliefs and Learning Strategies
5.1.2 Research Results of Learning Beliefs
5.2 Cognitive Styles
5.2.1 Cognitive Styles and Learning Strategies
5.2.2 Research Results of Cognitive Styles
5.3 Learning Styles
5.3.1 Learning Styles and Learning Strategies
5.3.2 Research Results of Learning Styles
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations and Further Study
Bibliography
Appendix 1 问卷一
Appendix 2 问卷二
Appendix 3 问卷三
Appendix 4 问卷四
Appendix 5 镶嵌图形测试及分数说明(Cognitive Style Figure Test)
Appendix 6 访谈提纲