| 摘要 | 第1-6页 |
| ABSTRACT | 第6-10页 |
| Chapter 1 Introduction | 第10-14页 |
| ·The background of the research | 第10-12页 |
| ·Research questions | 第12页 |
| ·An overview of the research | 第12-14页 |
| Chapter 2 Literature Review | 第14-26页 |
| ·Definition of autonomous learning | 第14-15页 |
| ·Learner beliefs | 第15-16页 |
| ·Control over meta-cognitive knowledge | 第16-18页 |
| ·Meta-cognitive knowledge and autonomous learning | 第17-18页 |
| ·Meta-cognitive knowledge and self-access centers | 第18页 |
| ·Control over learning strategies | 第18-21页 |
| ·Meta-cognitive strategies | 第19页 |
| ·Cognitive strategies | 第19-21页 |
| ·Social/affective Strategies | 第21页 |
| ·The teacher's role and learner training | 第21-22页 |
| ·Previous study on autonomous learning | 第22-26页 |
| Chapter 3 Methodology | 第26-29页 |
| ·Participants and setting | 第26页 |
| ·Questionnaire design | 第26-27页 |
| ·Data collection | 第27-29页 |
| ·Questionnaire | 第28页 |
| ·Interview | 第28-29页 |
| Chapter 4 Results and Discussion | 第29-59页 |
| ·Overall description of English majors' autonomous learning | 第29-33页 |
| ·Self-efficacy beliefs | 第29-30页 |
| ·Perceptions towards learning English | 第30页 |
| ·Self-monitoring | 第30-31页 |
| ·Attitudes to teachers' role and to teachers' feedback | 第31-32页 |
| ·Use and awareness of metacognitive strategies | 第32页 |
| ·Awareness of task knowledge | 第32-33页 |
| ·Results and findings on unsuccessful students compared with successful students | 第33-39页 |
| ·Unsuccessful students compared with successful students on self-efficacy beliefs | 第33-34页 |
| ·Unsuccessful students compared with successful students on awareness of task knowledge | 第34-35页 |
| ·Unsuccessful students compared with successful students on attitudes to teachers' role and teachers' feedback | 第35-37页 |
| ·Unsuccessful students compared with successfulstudents on use of metacognitive strategies | 第37-38页 |
| ·Unsuccessful students compared with successful students on self-monitoring and perceptions towards learning English | 第38-39页 |
| ·Results and findings on successful students' autonomy | 第39-57页 |
| ·Learner beliefs | 第40-45页 |
| ·Self-efficacy beliefs | 第40-42页 |
| ·Motivation | 第42-45页 |
| ·Control over meta-cognitive knowledge | 第45-52页 |
| ·Person knowledge | 第45-46页 |
| ·Task knowledge | 第46-49页 |
| ·Strategic knowledge | 第49-52页 |
| ·The role of the teacher to successful students | 第52-55页 |
| ·Suggested learner training package | 第55-57页 |
| ·Redefinition of autonomous learning | 第55页 |
| ·Learner contracts | 第55-56页 |
| ·Self-evaluating instruments | 第56页 |
| ·Teacher as a counselor | 第56页 |
| ·Teacher as an e-consultant | 第56-57页 |
| ·Peer teaching | 第57页 |
| ·Reflections from findings | 第57-59页 |
| Chapter 5 Conclusion | 第59-63页 |
| ·Major findings | 第59-60页 |
| ·Implications of the study | 第60-61页 |
| ·Limitations of the study and suggestions for further research | 第61-63页 |
| References | 第63-67页 |
| Appendices | 第67-82页 |
| Acknowledgements | 第82页 |
