| 中文摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| List of Abbreviations | 第11-13页 |
| Chapter One Introduction | 第13-17页 |
| 1.1 Research Background | 第13-15页 |
| 1.2 Research Purpose and Significance | 第15-16页 |
| 1.3 Main Structure of the Thesis | 第16-17页 |
| Chapter Two Literature Review | 第17-37页 |
| 2.1 Literature Review on Anxiety | 第17-26页 |
| 2.1.1 Definitions of Anxiety | 第17-18页 |
| 2.1.2 Classifications of Anxiety | 第18页 |
| 2.1.3 Definitions of FLA | 第18-19页 |
| 2.1.4 Components of FLA | 第19-21页 |
| 2.1.5 Theoretical Foundation Krashen's Affective Filter Hypothesis | 第21-22页 |
| 2.1.6 ELA and Gender | 第22-23页 |
| 2.1.7 Strategies to Relieve FLA | 第23-25页 |
| 2.1.8 Previous Studies on Non-English Major Postgraduates' ELA | 第25-26页 |
| 2.2 Literature Review on LLS | 第26-34页 |
| 2.2.1 Definitions of LLS | 第26-27页 |
| 2.2.2 Classifications of LLS | 第27-30页 |
| 2.2.3 LLS and Gender | 第30-31页 |
| 2.2.4 LLS Instruction | 第31-32页 |
| 2.2.5 Studies on Successful and Unsuccessful Language Learners | 第32-34页 |
| 2.2.6 Previous Studies on Non-English Major Postgraduates' LearningStrategy Use | 第34页 |
| 2.3 Previous Studies on the Correlation between ELA and Learning Strategy Use | 第34-37页 |
| Chapter Three Research Methodology | 第37-45页 |
| 3.1 Research Questions | 第37页 |
| 3.2 Research Participants | 第37-38页 |
| 3.3 Research Instruments | 第38-40页 |
| 3.3.1 Foreign Language Classroom Anxiety Scale | 第38-39页 |
| 3.3.2 Strategy Inventory for Language Learning | 第39页 |
| 3.3.3 Interviews | 第39-40页 |
| 3.4 Data Collection Procedures | 第40-42页 |
| 3.4.1 Pilot Study | 第40-41页 |
| 3.4.2 Administration of Questionnaires | 第41-42页 |
| 3.5 Reliability and Validity of the Instruments | 第42-45页 |
| 3.5.1 Checking Internal Consistency by Referring to Cronbach's Alpha | 第42-43页 |
| 3.5.2 Checking Internal Consistency by Referring to the Item-totalCorrelation | 第43-45页 |
| Chapter Four Data Analysis and Discussion | 第45-69页 |
| 4.1 Characteristics of ELA and Learning Strategy Use of Non-English majorPostgraduates | 第45-53页 |
| 4.1.1 Characteristics of ELA of Non-English Major Postgraduates | 第45-50页 |
| 4.1.2 Characteristics of Learning Strategy Use of Non-English MajorPostgraduates | 第50-53页 |
| 4.2 Differences in ELA and Learning Strategy Use in Respects of Gender andTypes of Postgraduate Programmes | 第53-61页 |
| 4.2.1 Correlation between ELA and Gender | 第53-55页 |
| 4.2.2 Correlation between Learning Strategy Use and Gender | 第55-58页 |
| 4.2.3 Correlation between ELA and Types of Postgraduate Programmes | 第58-60页 |
| 4.2.4 Correlation between Learning Strategy Use and Types of PostgraduateProgrammes | 第60-61页 |
| 4.3 Correlation between ELA and Learning Strategy Use | 第61-64页 |
| 4.3.1 Correlation between Overall ELA and Overall Learning Strategy Use | 第61-62页 |
| 4.3.2 Correlations between Types of ELA and the Use ofSubcategories of LLS | 第62-63页 |
| 4.3.3 Correlations between ELA Levels and Learning Strategy Use | 第63-64页 |
| 4.4 Correlation between ELA and Learning Strategy Use in Respects of Genderand Types of Postgraduate Programmes | 第64-69页 |
| 4.4.1 Correlation between ELA and Learning Strategy Use of MalePostgraduates | 第64-65页 |
| 4.4.2 Correlation between ELA and Learning Strategy Use of FemalePostgraduates | 第65页 |
| 4.4.3 Correlation between ELA and Learning Strategy Use of AcademicPostgraduates | 第65-66页 |
| 4.4.4 Correlation between ELA and Learning Strategy Use of ProfessionalPostgraduates | 第66-69页 |
| Chapter Five Conclusion | 第69-81页 |
| 5.1 Major Findings of the Study | 第69-72页 |
| 5.2 Pedagogical Implications | 第72-79页 |
| 5.2.1 Suggestions for English Teachers | 第72-76页 |
| 5.2.2 Suggestions for Non-English Major Postgraduates | 第76-79页 |
| 5.3 Limitations of the Present Study | 第79-80页 |
| 5.4 Suggestions for Further Study | 第80-81页 |
| Bibliography | 第81-87页 |
| Appendix Ⅰ | 第87-91页 |
| Appendix Ⅱ | 第91-92页 |
| Acknowledgements | 第92-93页 |
| 简历 | 第93-94页 |
| 攻读学位期间所发表的论文 | 第94页 |
