| 摘要 | 第5-7页 |
| Abstract | 第7-8页 |
| Chapter 1 Introduction | 第13-19页 |
| 1.1 Overview: research background | 第14-16页 |
| 1.2 Purpose and significance of the study | 第16-17页 |
| 1.3 Research questions | 第17页 |
| 1.4 Organization of the present study | 第17-19页 |
| Chapter 2 Literature Review | 第19-40页 |
| 2.1 Introduction | 第19页 |
| 2.2 The psycholinguistic approach of listening comprehension | 第19-21页 |
| 2.3 Taxonomies of listening strategies | 第21-27页 |
| 2.4 Definitions and classifications of test-taking strategies | 第27-32页 |
| 2.4.1 Definitions of test-taking strategies | 第27-28页 |
| 2.4.2 Purpura’s (1999) classification of test-taking strategies | 第28-29页 |
| 2.4.3 Cohen’s (2006) classification of test-taking strategies | 第29页 |
| 2.4.4 Other taxonomies of test-taking strategies | 第29-30页 |
| 2.4.5 Empirical test-taking strategy research at home and abroad | 第30-32页 |
| 2.5 Theoretical frameworks | 第32-40页 |
| 2.5.1 Bachman and Palmer’s (1996 [2010]) framework of language use | 第32-35页 |
| 2.5.2 The classification of listening test-taking strategies in the present study | 第35-40页 |
| Chapter 3 Research Design | 第40-50页 |
| 3.1 Rationale of the research design | 第40-41页 |
| 3.2 Participants | 第41-42页 |
| 3.3 Measuring instruments | 第42-46页 |
| 3.3.1 The Likert-scale listening test-taking strategy questionnaire | 第42-44页 |
| 3.3.2 The listening comprehension test | 第44-45页 |
| 3.3.3 The stimulated written report | 第45-46页 |
| 3.4 Procedures for conducting the experiment | 第46-47页 |
| 3.5 Quantitative and qualitative data analysis | 第47-50页 |
| Chapter 4 Results and Discussion | 第50-79页 |
| 4.1 The effects of listening proficiency on test-taking strategy use at the three different phases | 第50-56页 |
| 4.1.1 Test-taking strategies used before listening | 第50-52页 |
| 4.1.2 Test-taking strategies used during listening | 第52-53页 |
| 4.1.3 Test-taking strategies used after listening | 第53-54页 |
| 4.1.4 Discussion on the effects of listening proficiency on test-taking strategy use at the three different phases | 第54-56页 |
| 4.2 The effects of listening proficiency on metacognitive/cognitive strategy use | 第56-68页 |
| 4.2.1 Metacognitive strategy use | 第56-57页 |
| 4.2.2 Sub-metacognitive strategy use | 第57-59页 |
| 4.2.3 Cognitive strategy use | 第59-60页 |
| 4.2.4 Sub-cognitive strategy use | 第60-65页 |
| 4.2.5 Discussion on the effects of listening proficiency on metacognitive/cognitive strategy use | 第65-68页 |
| 4.3 The effects of different listening question types on test-taking strategy use | 第68-78页 |
| 4.3.1 Test-taking strategy use in main idea questions | 第69-71页 |
| 4.3.2 Test-taking strategy use in detail questions | 第71-74页 |
| 4.3.3 Test-taking strategy use in inference questions | 第74-75页 |
| 4.3.4 Discussion on the effects of different listening questions on test-taking strategy use | 第75-78页 |
| 4.4 Summary of this chapter | 第78-79页 |
| Chapter 5 Conclusion | 第79-83页 |
| 5.1 Major findings | 第79-80页 |
| 5.2 Implications of the present study | 第80-81页 |
| 5.3 Limitations and recommendation for the future research | 第81-82页 |
| 5.4 Concluding remarks | 第82-83页 |
| References | 第83-90页 |
| Appendices | 第90-106页 |
| Appendix A Listening Comprehension Test and Keys | 第90-92页 |
| Appendix B Scripts for Listening Materials | 第92-96页 |
| Appendix C Students’ Test-taking Strategy Questionnaire | 第96-98页 |
| Appendix D Responses to the Test-taking Strategy Questionnaire | 第98-99页 |
| Appendix E Responses to the Stimulated Written Reports | 第99-106页 |
| 硕士学位期间取得的研究成果 | 第106-107页 |
| Acknowledgements | 第107-108页 |
| 附件 | 第108页 |
