| Acknowledgements | 第1-5页 |
| 摘要 | 第5-8页 |
| Abstract | 第8-12页 |
| List of tables | 第12-15页 |
| List of figures | 第15-16页 |
| List of abbreviations | 第16-22页 |
| Chapter 1 Introduction | 第22-28页 |
| ·Statement of the problem | 第22-24页 |
| ·Objectives of the study | 第24-25页 |
| ·Significance of the study | 第25-27页 |
| ·Outline of the study | 第27-28页 |
| Chapter 2 Literature Review | 第28-39页 |
| ·Introduction | 第28页 |
| ·The frameworks of achievement goals | 第28-30页 |
| ·The dichotomous framework of achievement goals | 第28-29页 |
| ·The trichotomous framework of achievement goals | 第29-30页 |
| ·Trichotomous goals and self-efficacy | 第30-31页 |
| ·Dichotomous goals and classroom goal stresses | 第31-33页 |
| ·Trichotomous goals and achievement-related behavior | 第33-35页 |
| ·Trichotomous goals and achievement outcomes | 第35-36页 |
| ·Goal orientation as motivation in EFL/ESL learning contexts | 第36-38页 |
| ·Chapter summary | 第38-39页 |
| Chapter 3 The Adoptions of L2 Achievement Goals in China’s EFL LearningChina’s EFL Learning Context: Theoretical Framework | 第39-49页 |
| ·Introduction | 第39页 |
| ·Achievement goals in China’s EFL learning context: A social constructive perspective | 第39-41页 |
| ·A conceptual role of L2 achievement goals in China’s EFL learning context | 第41-42页 |
| ·Working definition of L2 achievement goals and framing variables in the model | 第42-48页 |
| ·L2 achievement goals | 第42-44页 |
| ·L2 motivational self system | 第44-45页 |
| ·L2 classroom goal stresses | 第45-46页 |
| ·L2 anxiety | 第46-47页 |
| ·L2 self-regulated learning behavior | 第47-48页 |
| ·L2 learning achievement | 第48页 |
| ·Chapter summary | 第48-49页 |
| Chapter 4 Methodology | 第49-70页 |
| ·Introduction | 第49页 |
| ·Research design for the quantitative study | 第49-66页 |
| ·Research hypotheses | 第49-50页 |
| ·Subjects | 第50-52页 |
| ·Instruments | 第52-65页 |
| ·Procedures of data collection and data analysis | 第65-66页 |
| ·Research design for the qualitative study | 第66-68页 |
| ·Objectives | 第66页 |
| ·Subjects | 第66-67页 |
| ·Instruments | 第67-68页 |
| ·Data collection | 第68页 |
| ·Data analysis | 第68页 |
| ·Chapter summary | 第68-70页 |
| Chapter 5 Results and Discussion (1): L2 Achievement Goals | 第70-90页 |
| ·Introduction | 第70页 |
| ·Types of L2 achievement goals | 第70-76页 |
| ·Results | 第70-73页 |
| ·Discussion | 第73-76页 |
| ·Overall pattern in the adoptions of L2 achievement goals | 第76-79页 |
| ·Differences in the adoption of L2 achievement goals in terms of gender and major | 第79-83页 |
| ·Differences in the adoptions of L2 achievement goals in terms of English proficiency | 第83-88页 |
| ·Chapter summary | 第88-90页 |
| Chapter 6 Results and Discussion (2): The Adoptions of L2 Achievement Goals in China’s EFL Learning Context | 第90-109页 |
| ·Introduction | 第90-91页 |
| ·Reliability and validity of the scales | 第91-92页 |
| ·Relations between L2 motivational self system and the adoptions of L2 achievement goals | 第92-100页 |
| ·Results | 第93-97页 |
| ·Discussion | 第97-100页 |
| ·Relations between L2 classroom goals stresses and the adoptions of L2 achievement goals | 第100-107页 |
| ·Results | 第102-104页 |
| ·Discussion | 第104-107页 |
| ·Chapter summary | 第107-109页 |
| Chapter 7 Results and Discussion (3): The Impact of L2 Achievement Goals on EFL Learning | 第109-134页 |
| ·Introduction | 第109页 |
| ·Relations between the adoptions of L2 achievement goals and L2 self-regulated learning behavior | 第109-115页 |
| ·Reliability and validity of L2 SLB scale | 第110页 |
| ·Results | 第110-112页 |
| ·Discussion | 第112-115页 |
| ·Relations between the adoptions of L2 achievement goals and English chievement | 第115-119页 |
| ·Results | 第115-117页 |
| ·Discussion | 第117-119页 |
| ·L2 achievement goals, L2 self-regulated learning behavior, and English achievement: A meditational analysis (I) | 第119-125页 |
| ·The initial hypothesized model | 第120-121页 |
| ·Instruments | 第121-122页 |
| ·Results and discussion | 第122-125页 |
| ·L2 achievement goals, L2 anxiety, and English achievement: A meditational analysis (II) | 第125-131页 |
| ·The initial hypothesized model | 第126-127页 |
| ·Instruments | 第127-128页 |
| ·Results and discussion | 第128-131页 |
| ·Chapter summary | 第131-134页 |
| Chapter 8 Conclusion | 第134-149页 |
| ·Introduction | 第134页 |
| ·Major findings | 第134-140页 |
| ·L2 achievement goals | 第135-136页 |
| ·Overall pattern and differences in adopting L2 achievement goals | 第136-137页 |
| ·Relations between L2 motivational self system and the adoptions of L2 achievement goals | 第137页 |
| ·Relations between L2 classroom goal stresses and the adoptions of L2 achievement goals | 第137-138页 |
| ·Relations between the adoptions of L2 achievement goals and L2 self-regulated learning behavior | 第138-139页 |
| ·Relations between the adoptions of L2 achievement goals and English achievement | 第139-140页 |
| ·Implications of the study | 第140-145页 |
| ·Theoretical implications | 第140-142页 |
| ·Methodological implications | 第142-143页 |
| ·Pedagogical implications | 第143-145页 |
| ·Limitations of the study | 第145-146页 |
| ·Recommendations for future research | 第146-149页 |
| Bibliography | 第149-164页 |
| Appendix A | 第164-168页 |
| Appendix B | 第168-169页 |
| Appendix C | 第169-170页 |
