| Acknowledgements | 第4-5页 |
| 摘要 | 第5-6页 |
| Abstract | 第6页 |
| Chapter One Introduction | 第9-12页 |
| 1.1 Background of the study | 第9-10页 |
| 1.2 Significance of the study | 第10页 |
| 1.3 Layout of the thesis | 第10-12页 |
| Chapter Two Literature Review | 第12-29页 |
| 2.1 Formative factors | 第12页 |
| 2.2 Definition of a good English learner | 第12-13页 |
| 2.3 Research on good language learners | 第13-26页 |
| 2.3.1 Research abroad | 第14-23页 |
| 2.3.2 Studies at home | 第23-26页 |
| 2.4 Summary | 第26-28页 |
| 2.5 Research questions of the study | 第28-29页 |
| Chapter Three Research Design and Methodology | 第29-35页 |
| 3.1 Subjects | 第29-32页 |
| 3.1.1 The research subjects targeted in this study | 第29-30页 |
| 3.1.2 Tests and observation | 第30-32页 |
| 3.2 Methods | 第32-35页 |
| 3.2.1 Interviews | 第33页 |
| 3.2.2 Observation | 第33-35页 |
| Chapter Four Data Collection and Analysis | 第35-41页 |
| 4.1 Results of the interview and analysis | 第35-41页 |
| Chapter Five Research Findings and Discussions | 第41-46页 |
| 5.1 Research findings and discussions | 第41-43页 |
| 5.1.1 Student A (highest average score,good at written examinations but not ideal performance in oral English) | 第41-42页 |
| 5.1.2 Student B (both excels at written examinations and oral English) | 第42页 |
| 5.1.3 Student C (outstanding and impressive oral English but poor written examination result) | 第42-43页 |
| 5.2 Summary | 第43-46页 |
| Chapter Six Conclusion and Pedagogical implications | 第46-52页 |
| 6.1 Conclusion | 第46-48页 |
| 6.2 Pedagogical implications | 第48-52页 |
| 6.2.1 Facilitating differentiated instruction and learning | 第48页 |
| 6.2.2 Cultivating students' motivation to learn | 第48-49页 |
| 6.2.3 Training students' learning strategies | 第49-50页 |
| 6.2.4 Enhancing college English curricula | 第50-52页 |
| Bibliography | 第52-55页 |
| Appendix | 第55-60页 |
