| Chapter One Introduction | 第1-13页 |
| Chapter Two Literature on Foreign Language Learning Strategies | 第13-29页 |
| ·Introduction | 第13页 |
| ·Definition | 第13-16页 |
| ·Typology | 第16-23页 |
| ·O'Malley's (1990) classification of language learning strategies | 第17-19页 |
| ·Metacognitive strategies | 第17-18页 |
| ·Cognitive strategies | 第18-19页 |
| ·Social/affective strategies | 第19页 |
| ·Oxford's (1990) classification | 第19-21页 |
| ·Cohen's (1998) classification | 第21-22页 |
| ·Wen Qiufang's (1996) classification | 第22-23页 |
| ·Related researches on language learning strategies | 第23-29页 |
| Chapter Three Research Methodology | 第29-34页 |
| ·Subjects | 第29页 |
| ·Instruments and procedure | 第29-32页 |
| ·The SILL questionnaire | 第29-30页 |
| ·Background questionnaire | 第30-31页 |
| ·National English proficiency test | 第31-32页 |
| ·Data analysis | 第32-34页 |
| Chapter Four Results | 第34-41页 |
| ·Differences in overall strategy use | 第34-36页 |
| ·Differences in strategy use in the six SILL categories | 第36-37页 |
| ·Use of each strategy category and gender | 第37-38页 |
| ·Use of each strategy category and proficiency level | 第38-41页 |
| Chapter Five Discussion | 第41-49页 |
| ·Strategy use and the background variable | 第41页 |
| ·Strategy use and proficiency level | 第41-45页 |
| ·Strategy use and gender | 第45-48页 |
| ·Conclusion | 第48-49页 |
| Chapter Six Conclusions and Implications | 第49-55页 |
| ·Major findings of the study | 第49-50页 |
| ·Implications for English teaching in colleges | 第50-53页 |
| ·Promoting strategy use by strategy training | 第50-52页 |
| ·Promoting strategy use by diversifying EFL teaching methods | 第52-53页 |
| ·Suggestions for future research | 第53-55页 |
| Bibliography | 第55-60页 |
| Appendices | 第60-67页 |
| 1. LLS Questionnaire | 第60-63页 |
| 2. Classification of learning strategies in L2 acquisition by Chamot and O'Malley (1994) | 第63-66页 |
| 3. Classification of learning strategies in L2 acquisition by Oxford (1990) | 第66-67页 |
