| 摘要 | 第5-7页 |
| Abstract | 第7-8页 |
| List of Abbreviations | 第12-15页 |
| Chapter 1 Introduction | 第15-19页 |
| 1.1 Research Background | 第15-16页 |
| 1.2 The Significance of the Research | 第16-17页 |
| 1.3 Innovation of the Study | 第17页 |
| 1.4 Overview of the Research | 第17-19页 |
| Chapter 2 Literature Review | 第19-47页 |
| 2.1 Language Learning Strategies | 第19-28页 |
| 2.1.1 The Definition of Language Learning Strategies | 第19-22页 |
| 2.1.2 Classifications of Language Learning Strategies | 第22-26页 |
| 2.1.3 Factors Influencing the Use of Language Learning Strategies | 第26-28页 |
| 2.2 Personality | 第28-34页 |
| 2.2.1 The Definition of Personality | 第29-31页 |
| 2.2.2 Classification and Researches on the Personality | 第31-34页 |
| 2.3 Studies on the Personality, English Language Strategies and Foreign LanguageAchievements | 第34-46页 |
| 2.3.1 Correlation between Personality and Foreign Language Achievements | 第35-37页 |
| 2.3.1.1 Studies Abroad | 第35-36页 |
| 2.3.1.2 Studies at home | 第36-37页 |
| 2.3.2 Language Learning Strategies and the English Learning Achievement | 第37-41页 |
| 2.3.2.1 Studies Abroad | 第37-39页 |
| 2.3.2.2 Studies at home | 第39-41页 |
| 2.3.3 Studies on the Correlation between Personality and Language LearningStrategies | 第41-46页 |
| 2.3.3.1 Studies Abroad | 第41-43页 |
| 2.3.3.2 Studies at home | 第43-46页 |
| 2.4 Summary | 第46-47页 |
| Chapter 3 Theoretical rationales | 第47-55页 |
| 3.1 Eysenck’s Theory on Personality | 第47-49页 |
| 3.1.1 Stratification Theory of Personality Structure | 第47页 |
| 3.1.2 Personality Dimensions Theory | 第47-49页 |
| 3.2 English Curriculum Standard | 第49-55页 |
| 3.2.1 The Nature of the New Curriculum | 第50页 |
| 3.2.2 The Curriculum Design | 第50-51页 |
| 3.2.3 The General Objectives of the New Curriculum | 第51-52页 |
| 3.2.4 Learning Strategies | 第52-55页 |
| Chapter 4 Research Methodology | 第55-60页 |
| 4.1 Research Questions | 第55页 |
| 4.2 Subjects | 第55-56页 |
| 4.3 Instruments | 第56-59页 |
| 4.3.1 Eysenck Personality Questionnaire | 第56-57页 |
| 4.3.2 Language Learning Strategies Questionnaire | 第57-58页 |
| 4.3.3 Test | 第58-59页 |
| 4.4 Data Collection and Processing | 第59-60页 |
| Chapter 5 Results Analysis and Discussion | 第60-83页 |
| 5.1 The Overall Level and Difference of Learners’ English Strategies and Achievementfor Different Personality | 第60-72页 |
| 5.1.1 The Description of Students’ Personality Trait | 第60-61页 |
| 5.1.2 The Description and Difference of Students’ English Learning Strategies | 第61-71页 |
| 5.1.3 The Description and Difference of Students’Achievement | 第71-72页 |
| 5.2 The Correlation Analysis | 第72-80页 |
| 5.2.1 The Correlation between Personality and English Strategies | 第72-75页 |
| 5.2.2 The Correlation between Personality and English Achievement | 第75-76页 |
| 5.2.3 The Correlation between English Strategies and Achievement | 第76-80页 |
| 5.3 Discussion | 第80-83页 |
| 5.3.1 The Consistency of Eysenck’s Personality Theory | 第80-81页 |
| 5.3.2 The Low Frequency of Using English Strategies in Junior High School | 第81-83页 |
| Chapter 6 Conclusions and Implications | 第83-90页 |
| 6.1 Major Findings | 第83-84页 |
| 6.2 Implications | 第84-89页 |
| 6.2.1 Designing Teaching Strategies Refers to learners’ Personality Difference | 第84-85页 |
| 6.2.2 Cultivating Learners’ English Learning Strategies | 第85-89页 |
| 6.3 Limitations | 第89-90页 |
| Bibliography | 第90-96页 |
| Appendix Ⅰ艾森克性格问卷 | 第96-97页 |
| Appendix Ⅱ英语学习策略问卷 | 第97-98页 |
| Appendix Ⅲ 2015—2016学年第一学期（八年级英语）期中考试试卷 | 第98-109页 |
| Acknowledgements | 第109-110页 |
| Publication | 第110页 |
