| 摘要 | 第1-6页 |
| Abstract | 第6-9页 |
| 1 INTRODUCTION | 第9-11页 |
| ·General research background in and abroad | 第9-10页 |
| ·Research Orientation | 第10-11页 |
| 2 LANGUAGE LEARNING STRATEGIES AND LEARNING AUTONOMY | 第11-17页 |
| ·Definitions of Language Learning Strategies | 第11页 |
| ·Classifications of Language Learning Strategies Abroad | 第11-13页 |
| ·Oxford's Classification | 第11-12页 |
| ·Cohen's Classification | 第12页 |
| ·O'Malley and Chamot's Classification | 第12-13页 |
| ·Four Language Learning Strategies Listed on the English Curriculum Criteria for Senior Middle Schools | 第13-14页 |
| ·Cognitive Strategies: | 第13页 |
| ·Self-monitoring Strategies | 第13-14页 |
| ·Communication Strategies | 第14页 |
| ·Resource Strategies | 第14页 |
| ·The Factors That Have Influence on Language Learning Strategy Use | 第14页 |
| ·What is Learners' Autonomy? | 第14-15页 |
| ·Previous Studies on Learners' Autonomy | 第15页 |
| ·The Relationship Between Learners' Autonomy and Language Learning Strategies Use | 第15-17页 |
| 3 RATIONALE FOR THE PRESENT STUDY | 第17-22页 |
| ·Why Do We Do Researches on Language Learning Strategies | 第17页 |
| ·Language Learning Strategies:Cognitive and Metacognitive Perspective | 第17-18页 |
| ·Problem-solving Process | 第18页 |
| ·Learner Autonomy:Developing Through Practice | 第18-19页 |
| ·A Social Constructivist Model | 第19-22页 |
| 4 THE PRESENT STUDY | 第22-28页 |
| ·Key Research Questions for the Study | 第22页 |
| ·Participants | 第22页 |
| ·Materials: | 第22-23页 |
| ·The(National Matriculation English Test) Mid-term and Final Exam Achievement Lists | 第22-23页 |
| ·The questionnaire | 第23页 |
| ·Procedures | 第23-24页 |
| ·Data Collection and Analysis | 第24页 |
| ·Results: | 第24-27页 |
| ·Discussion | 第27-28页 |
| 5 SUGGESTIONS ON TEACHING STUDENTS TO BE AUTONOMOUS LEARNERS | 第28-35页 |
| ·Conduct Learner Strategy Training in Teaching Process | 第28-30页 |
| ·The Goal of Strategy Training | 第28-29页 |
| ·Integrating the Strategies-based Instruction with Language Tasks | 第29-30页 |
| ·Switching the Role of Teachers in Strategies-based Instruction | 第30-31页 |
| ·Teachers as Evaluators | 第30页 |
| ·Teachers as Trainers | 第30-31页 |
| ·Teachers as Coordinators | 第31页 |
| ·Introduce the Task-based Teaching Mode,and Foster the Students' All Round Language Use Ability | 第31-32页 |
| ·Tasks in Language Teaching | 第31-32页 |
| ·Concrete Activities: | 第32页 |
| ·Lay Emphasis on the Learners' Affect and Create a Relax,Democratic and Harmonious Context | 第32-34页 |
| ·The Function of Affective teaching | 第32-33页 |
| ·Suggestions for the teachers | 第33-34页 |
| ·Broadening the Students' Cultural Field of Version and Develop Their Sense and Ability of Intercultural Communication | 第34-35页 |
| 6 CONCLUSION | 第35-36页 |
| ·Conclusion of the Research | 第35页 |
| ·Limitations of the Research and Suggestion for Further Study | 第35-36页 |
| References | 第36-38页 |
| Appendix A Questionnaire on use of learning strategies | 第38-39页 |
| Appendix B Questionnaire on learning strategies | 第39-41页 |
| Acknowledgements | 第41页 |
