| Abstract in Chinese | 第1-4页 |
| Abstract in English | 第4-8页 |
| Introduction | 第8-11页 |
| Chapter One Brief Review Of Learning Strategy Studies | 第11-18页 |
| 1．1 Brief history of learning strategy studies | 第11-12页 |
| 1．2 Definition of learning strategy | 第12-13页 |
| 1．3 Classification of learning strategies | 第13-16页 |
| 1．3．1 Meta-cognitive strategies | 第14-15页 |
| 1．3．2 Cognitive strategies | 第15-16页 |
| 1．3．3 Socio-affective strategies | 第16页 |
| 1．4 Significance of the study of learning strategy | 第16-18页 |
| Chapter Two Factors Influencing Learning Strategies Establishment | 第18-25页 |
| 2．1 The learner factor | 第18-22页 |
| 2．1．1 Age | 第18-19页 |
| 2．1．2 Personality | 第19-20页 |
| 2．1．3 Aptitude | 第20-21页 |
| 2．1．4 Motivation | 第21-22页 |
| 2．2 Situational factors | 第22页 |
| 2．3 Social factors | 第22-25页 |
| Chapter Three Chinese EFL Learner's Learning Strategies | 第25-36页 |
| 3．1 Methods used to investigate learning strategies | 第25-28页 |
| 3．1．1 Behavioral observations | 第25-26页 |
| 3．1．2 Interviews and questionnaires | 第26页 |
| 3．1．3 Verbal report | 第26-27页 |
| 3．1．4 Diary studies | 第27页 |
| 3．1．5 Recollective studies | 第27-28页 |
| 3．2 Investigation into learning strategies of Chinese EFL learners | 第28-29页 |
| 3．3 Characteristics of Chinese EFL learners | 第29-30页 |
| 3．4 A Case Study of Learning strategies employed by Chinese EFL learners | 第30-33页 |
| 3．4．1 Objective | 第30页 |
| 3．4．2 Subject | 第30-31页 |
| 3．4．3 Instrument | 第31页 |
| 3．4．4 Data collection | 第31-32页 |
| 3．4．5 Results | 第32-33页 |
| 3．5 Discussion | 第33-36页 |
| Chapter Four The Training of Learning Strategies | 第36-49页 |
| 4．1 Good Language Learner Strategies | 第36-38页 |
| 4．2 Goals of strategy training for foreign language and ways of cultivating learning strategies | 第38-39页 |
| 4．2．1 Goals of strategy training | 第38-39页 |
| 4．2．2 Ways of cultivating learning strategy | 第39页 |
| 4．3 Three approaches to strategy training | 第39-42页 |
| 4．3．1 The first approach by PEARSON and DOLE | 第40页 |
| 4．3．2 The second approach by OXFORD | 第40-41页 |
| 4．3．3 The third approach by CHAMOT and O'MALLY | 第41-42页 |
| 4．4 The role of teachers in strategies-based instruction | 第42-45页 |
| 4．4．1 Teachers as diagnosticians | 第43页 |
| 4．4．2 Teachers as trainers | 第43-44页 |
| 4．4．3 Teachers as coaches | 第44页 |
| 4．4．4 Teachers as coordinators | 第44页 |
| 4．4．5 Teachers as language learners | 第44页 |
| 4．4．6 Teachers as researchers | 第44-45页 |
| 4．5 Steps of strategy training | 第45-49页 |
| 4．5．1 Determining the learners' needs and the resources available for training | 第45页 |
| 4．5．2 Making goals of strategy training clear | 第45-46页 |
| 4．5．3 Cultivating learners' strategy awareness | 第46页 |
| 4．5．4 Identifying learners' current learning strategies | 第46-47页 |
| 4．5．5 Presenting learning strategy | 第47页 |
| 4．5．6 Practicing learning strategies | 第47-49页 |
| Chapter V Pedagogical Implications | 第49-54页 |
| 5．1 Problems of current foreign language teaching | 第49-50页 |
| 5．2 The necessity of ELT innovation in China | 第50-51页 |
| 5．3 The significance of language learning strategies training | 第51-52页 |
| 5．4 Advice for classroom teachers | 第52-54页 |
| Conclusion | 第54-56页 |
| Acknowledgements | 第56-59页 |
| Bibliography | 第59-60页 |
| Appendix | 第60-62页 |
