| 中文摘要 | 第3-5页 |
| ABSTRACT | 第5-6页 |
| LIST OF ABBREVIATIONS | 第10-11页 |
| CHAPTER ONE INTRODUCTION | 第11-15页 |
| 1.1 RESEARCH BACKGROUND | 第11-13页 |
| 1.2 RESEARCH OBJECTIVES | 第13页 |
| 1.3 SIGNIFICANCE OF THE STUDY | 第13-14页 |
| 1.4 ORGANIZATION OF THE THESIS | 第14-15页 |
| CHAPTER TWO LITERATURE REVIEW | 第15-35页 |
| 2.1 CONCEPTUAL DEFINITIONS | 第15-18页 |
| 2.1.1 L2 Motivation | 第15-16页 |
| 2.1.2 Sensory Styles | 第16页 |
| 2.1.3 Imagination | 第16-17页 |
| 2.1.4 Motivated Behavior | 第17-18页 |
| 2.1.5 Learning Achievement | 第18页 |
| 2.2 THEORETICAL FOUNDATION | 第18-25页 |
| 2.2.1 L2 Motivational Self System | 第18-23页 |
| 2.2.2 Relationship Between Sensory Styles, Imagination, L2 MSS and Motivated Behavior | 第23-24页 |
| 2.2.3 Relationship Between L2 MSS, Motivated Behavior, and Learning Achievement | 第24-25页 |
| 2.3 EMPIRICAL STUDIES | 第25-33页 |
| 2.3.1 Validation of the L2 MSS | 第25-26页 |
| 2.3.2 Relationship Between Sensory Styles, Imagination, L2 MSS and Motivated Behavior | 第26-30页 |
| 2.3.3 Relationship Between L2 MSS, Motivated Behavior, and Learning Achievement | 第30-32页 |
| 2.3.4 Gender Difference in L2 Motivation Research | 第32页 |
| 2.3.5 Limitations of Previous Studies | 第32-33页 |
| 2.4 HYPOTHESIZED MODEL OF SENSORY STYLES, IMAGINATION, L2 MSS, MOTIVATED BEHAVIOR, AND LEARNING ACHIEVEMENT | 第33-35页 |
| CHAPTER THREE METHODOLOGY | 第35-43页 |
| 3.1 RESEARCH PURPOSE AND QUESTIONS | 第35页 |
| 3.2 OPERATIONALIZATION OF VARIABLES | 第35-36页 |
| 3.3 PARTICIPANTS | 第36页 |
| 3.4 INSTRUMENTS | 第36-39页 |
| 3.4.1 Questionnaire | 第37页 |
| 3.4.2 Mid-Term Examination | 第37-38页 |
| 3.4.3 Interview | 第38-39页 |
| 3.5 DATA COLLECTION | 第39-40页 |
| 3.6 DATA ANALYSIS | 第40-43页 |
| 3.6.1 Quantitative Data | 第40页 |
| 3.6.2 Qualitative Data | 第40-43页 |
| CHAPTER FOUR RESULTS | 第43-49页 |
| 4.1 WHAT IS THE STRUCTURAL RELATIONSHIP BETWEEN SENSORY STYLES, IMAGINATION, L2 MSS, MOTIVATED BEHAVIOR AND LEARNING ACHIEVEMENT AMONG CHINESE HIGH SCHOOL STUDENTS? | 第43-45页 |
| 4.2 Is There Any Gender Difference in the Structural Relationship Between Sensory Styles, Imagination,L2 MSS,Motivated Behavior and Learning Achievement Among Chinese High School Students? If So, What Is the Difference? | 第45-49页 |
| CHAPTER FIVE DISCUSSION | 第49-55页 |
| 5.1 WHAT IS THE STRUCTURAL RELATIONSHIP BETWEEN SENSORY STYLES, IMAGINATION, L2 MSS, MOTIVATED BEHAVIOR AND LEARNING ACHIEVEMENT AMONG CHINESE HIGH SCHOOL STUDENTS? | 第49-51页 |
| 5.2 Is There Any Gender Difference in the Structural Relationship Between Sensory Styles,Imagination,L2 MSS,Motivated Behavior and Learning Achievement Among Chinese High School Students? If So, What Is the Difference? | 第51-55页 |
| CHAPTER SIX CONCLUSION | 第55-59页 |
| 6.1 MAIN FINDINGS OF THE STUDY | 第55-56页 |
| 6.2 IMPLICATIONS OF THE STUDY | 第56页 |
| 6.3 LIMITATIONS OF THE STUDY AND SUGGESTIONS FOR FUTURE RESEARCH | 第56-59页 |
| ACKNOWLEDGEMENTS | 第59-61页 |
| REFERENCES | 第61-69页 |
| APPENDICES | 第69-76页 |
| APENDIX A QUESTIONNAIRE ON CHINESE HIGH SCHOOL EFL STUDENTS' LEARNING MOTIVATION | 第69-74页 |
| APENDIX B INTERVIEW QUESTIONS ON CHINESE HIGH SCHOOL EFL STUDENTS' LEARNING MOTIVATION (CHINESE VERSION) | 第74-75页 |
| APENDIX C DESCRIPTIVE STATISTICS OF QUANTITATIVE DATA | 第75-76页 |
| APENDIX D FULL STRUCTURAL MODEL FOR THE WHOLE SAMPLE | 第76页 |
