| Acknowledgments | 第5-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第9-11页 |
| Contents | 第11-13页 |
| 1 Introduction | 第13-23页 |
| 1.1 Background of the Research | 第13-17页 |
| 1.1.1 Historical Background | 第13-14页 |
| 1.1.2 Current Background | 第14-17页 |
| 1.2 Significance of the Research | 第17-20页 |
| 1.3 Purpose of the Research | 第20-22页 |
| 1.3.1 To Help Art Students Improve English Learning Strategies | 第21页 |
| 1.3.2 To Improve Art Students' Learning Autonomy and Optimize Their Learning Style | 第21页 |
| 1.3.3 To Provide References and Guidance | 第21-22页 |
| 1.4 Organization of the Paper | 第22-23页 |
| 2 Literature Review | 第23-34页 |
| 2.1 Definition of Language Learning Strategy | 第23-24页 |
| 2.2 Classification of Language Learning Strategy | 第24-26页 |
| 2.3 Researches Aboard | 第26-30页 |
| 2.4 Researches at Home | 第30-34页 |
| 3 Research Methodology | 第34-38页 |
| 3.1 Research Population | 第34页 |
| 3.2 Selection of the Research Sample | 第34-35页 |
| 3.3 Research Instrument | 第35-37页 |
| 3.4 Research Procedure | 第37-38页 |
| 4 Picture of Learning Strategies Used by Art Students | 第38-43页 |
| 4.1 Analysis of Memory Strategy | 第38-39页 |
| 4.2 Analysis of Cognitive Strategy | 第39-40页 |
| 4.3 Analysis of Compensation Strategy | 第40页 |
| 4.4 Analysis of Metacognitive Strategy | 第40-41页 |
| 4.5 Analysis of Affective Strategy | 第41页 |
| 4.6 Analysis of Social Strategy | 第41-43页 |
| 5 Suggestions on Art Students' Learning Strategy Training | 第43-49页 |
| 5.1 From the Perspective of the School | 第43-45页 |
| 5.1.1 To Hold Strategy Training for Teachers | 第43-44页 |
| 5.1.2 To Promote Appropriate Learning Mode in School | 第44页 |
| 5.1.3 To Modify Evaluation System in School Education | 第44-45页 |
| 5.2 From the Perspective of Teachers | 第45-47页 |
| 5.2.1 Strong Awareness of Participation in Strategy Training | 第45页 |
| 5.2.2 To Strengthen Communication with Art Students | 第45-46页 |
| 5.2.3 To Offer Study Feedback to Art Students | 第46页 |
| 5.2.4 To Embed Strategy Training into Daily Teaching | 第46页 |
| 5.2.5 To Arouse Art Students' Interest in English Study | 第46-47页 |
| 5.3 From the Perspective of Art Students | 第47-49页 |
| 5.3.1 Clear Understanding of Their Identification | 第47页 |
| 5.3.2 To Develop Good Study Habits | 第47页 |
| 5.3.3 To Discover Shortcomings under Teachers' Guidance | 第47页 |
| 5.3.4 To Make Long-term Preparations for Strategy Training | 第47页 |
| 5.3.5 To Slow down the Pace of Study and Curb Impatience in Learning | 第47-48页 |
| 5.3.6 To Summarize Experience and Use Strategies Flexibly | 第48-49页 |
| 6 Conclusion | 第49-54页 |
| 6.1 Findings of the Research | 第49-50页 |
| 6.1.1 Memory Strategy | 第49页 |
| 6.1.2 Cognitive Strategy and Metacognitive Strategy | 第49页 |
| 6.1.3 Compensation Strategy | 第49-50页 |
| 6.1.4 Affective Strategy and Social Strategy | 第50页 |
| 6.2 Implication of the Research | 第50-52页 |
| 6.3 Limitation of the Research | 第52-54页 |
| Bibliography | 第54-56页 |
| Appendix | 第56页 |
