| 摘要 | 第5-6页 |
| Abstract | 第6-7页 |
| CHAPTER 1 Introduction | 第13-17页 |
| 1.1 Background of the study | 第13-14页 |
| 1.2 Purposes of the study | 第14页 |
| 1.3 Significance of the study | 第14-15页 |
| 1.4 Structure of the dissertation | 第15-17页 |
| CHAPTER 2 Literature Review | 第17-34页 |
| 2.1 A cognitive theory of language comprehension | 第17-20页 |
| 2.1.1 The role of listening comprehension in language acquisition | 第18-19页 |
| 2.1.2 Listening comprehension abilities | 第19-20页 |
| 2.2 Learning strategies as cognitive strategies | 第20-24页 |
| 2.2.1 Learning strategies | 第20-23页 |
| 2.2.2 The role of learning strategies in information processing | 第23-24页 |
| 2.3 Learning strategy instructions | 第24-26页 |
| 2.4 Models of learning strategy training | 第26-27页 |
| 2.5 Previous studies on listening comprehension strategies | 第27-34页 |
| 2.5.1 Studies on strategies used by effective and ineffective listeners | 第28-29页 |
| 2.5.2 Studies on the relationship between strategy use and other factors | 第29-31页 |
| 2.5.3 Studies on listening comprehension strategy instruction | 第31-34页 |
| CHAPTER 3 Research Design and Methodology | 第34-54页 |
| 3.1 Research questions | 第34页 |
| 3.2 Participants | 第34-35页 |
| 3.3 Instruments | 第35-39页 |
| 3.3.1 Listening performance tests | 第35-36页 |
| 3.3.2 Metacognitive strategy questionnaire | 第36-37页 |
| 3.3.3 Cognitive strategy questionnaire | 第37-38页 |
| 3.3.4 A list of listening comprehension problems | 第38-39页 |
| 3.4 Experimental procedures | 第39-54页 |
| 3.4.1 Status quo of participants' strategy us | 第39-40页 |
| 3.4.2 Status quo of participants' listening performance | 第40-41页 |
| 3.4.3 Status quo of participants' integrated English performance | 第41页 |
| 3.4.4 Listening comprehension problems for participants | 第41-44页 |
| 3.4.4.1 Quickly forget what is heard | 第42页 |
| 3.4.4.2 Neglect the next part when thinking about meaning | 第42-43页 |
| 3.4.4.3 Do not recognize words they know | 第43页 |
| 3.4.4.4 Unable to from a mental representation from words heard | 第43-44页 |
| 3.4.5 Design of strategy combination | 第44-48页 |
| 3.4.6 Training procedures of learning strategy | 第48-54页 |
| 3.4.6.1 Overall experimental procedures | 第48-49页 |
| 3.4.6.2 An approach of strategy instructions | 第49-54页 |
| CHAPTER 4 Results and Analysis | 第54-70页 |
| 4.1 Reliability analyses | 第54-55页 |
| 4.1.1 Reliability of Metacognitive Strategy Questionnaire | 第54-55页 |
| 4.1.2 Reliability of Cognitive Questionnaire | 第55页 |
| 4.2 T-test analyses | 第55-65页 |
| 4.2.1 Independent samples T-test analyses | 第56-60页 |
| 4.2.1.1 Data comparison between two classes before training | 第56-58页 |
| 4.2.1.2 Data comparison between two classes after training | 第58-60页 |
| 4.2.2 Paired samples T-test analysis | 第60-65页 |
| 4.2.2.1 Analysis of changes in experimental class one | 第60-63页 |
| 4.2.2.2 Analysis of changes in experimental class two | 第63-65页 |
| 4.3 Learners with different proficiency levels | 第65-70页 |
| 4.3.1 Listeners in experimental class one | 第65-66页 |
| 4.3.2 Listeners in experimental class two | 第66-67页 |
| 4.3.3 High proficiency learners in both classes | 第67-68页 |
| 4.3.4 Low proficiency learners in both classes | 第68-70页 |
| CHAPTER 5 Discussion | 第70-74页 |
| CHAPTER 6 Conclusion | 第74-77页 |
| 6.1 Major findings | 第74页 |
| 6.2 Pedagogical Implications | 第74-75页 |
| 6.3 Limitations of the study | 第75-77页 |
| References | 第77-80页 |
| Appendixes | 第80-98页 |
| Acknowledgements | 第98页 |
