| Abstract | 第1-9页 |
| 摘要 | 第9-10页 |
| List of abbreviations | 第10-11页 |
| 1.Introduction | 第11-14页 |
| ·Background of the research | 第11-12页 |
| ·Purpose of the study | 第12页 |
| ·Significance of the study | 第12-14页 |
| 2. Literature review | 第14-22页 |
| ·The definition of translation | 第14-15页 |
| ·The use of translation in foreign language teaching approaches and methods | 第15-18页 |
| ·The Grammar-Translation Method | 第15页 |
| ·The Direct Method, The Oral Approach, and Situational Language Teaching | 第15-16页 |
| ·The Audiolingual Method | 第16页 |
| ·Community Language Learning and Suggestopedia | 第16-17页 |
| ·The Silent Way, the Natural Approach, and Total Physical Response | 第17页 |
| ·Communicative Language Teaching (CLT) | 第17-18页 |
| ·The influence of second language acquisition theory on the use of translation in language teaching | 第18-19页 |
| ·The relationship between learning beliefs and learning strategies | 第19-20页 |
| ·Summary | 第20-22页 |
| 3.Theoretical framework | 第22-34页 |
| ·Leaning beliefs about foreign language learning | 第22-25页 |
| ·definitions of language learning beliefs | 第23页 |
| ·Characteristics of language learning beliefs | 第23-24页 |
| ·Classification of language learning beliefs | 第24-25页 |
| ·Learning strategies in learning a foreign language | 第25-34页 |
| ·Definition of learning strategies | 第26-27页 |
| ·Characteristics of Learning Strategies | 第27页 |
| ·Classification of Learning Strategies | 第27-34页 |
| ·Cohen's Classification | 第27-28页 |
| ·O'Malley and Chamot’s Classification | 第28-29页 |
| ·Rubin’s Classification | 第29页 |
| ·Oxford’s Classification | 第29-34页 |
| ·Direct Strategies | 第30-31页 |
| ·Indirect Strategies | 第31-34页 |
| 4.Methodology | 第34-36页 |
| ·Research questions | 第34页 |
| ·Participants | 第34页 |
| ·Instruments | 第34-35页 |
| ·Data collection | 第35页 |
| ·D ata analysis | 第35-36页 |
| 5.Result and discussion | 第36-55页 |
| ·Descriptive analysis of the Translation Beliefs (IBT) and the Learning Strategy Questionnaires (ITLS) | 第36-48页 |
| ·Descriptive analysis of the translation beliefs questionnaires (IBT) | 第36-41页 |
| ·Beliefs about using translation had positive effects on affective and metacognitive aspects of English learning (B1) | 第38-39页 |
| ·Beliefs about using translation had positive effects on enhancing English language skills and classroom interaction (B2) | 第39-40页 |
| ·Beliefs about negative effects of using translation in learning English (83) | 第40-41页 |
| ·Descriptive analysis of the ITLS | 第41-48页 |
| ·Strategies to enhance English skills such as reading, writing, listening, and speaking | 第44-45页 |
| ·Strategies to learn English forms or structures in areas such as vocabulary, idioms, phrases,and grammar | 第45-46页 |
| ·Strategies to avoid the use of L1 when using English, to practice translating,and to clarify the differences and similarities between Chinese and English . | 第46-47页 |
| ·Strategies to interact with other people in learning | 第47页 |
| ·Strategies to use learning aids such as dictionaries and to take notes | 第47-48页 |
| ·Pearson correlation analysis of the IBT and the ITLS | 第48-49页 |
| ·Discussion | 第49-55页 |
| ·What are college students’beliefs about using translation to learn English | 第49-51页 |
| ·What kinds of learning strategies employing translation do college students using | 第51-53页 |
| ·What are the relationship among learners′beliefs about translation and their use of translation as a learning strategy? | 第53-55页 |
| 6.Conclusion | 第55-57页 |
| ·Major findings | 第55页 |
| ·Pedagogical implications | 第55页 |
| ·Limitations | 第55-56页 |
| ·Further study | 第56-57页 |
| References | 第57-61页 |
| Appendices | 第61-70页 |
| Appendix I | 第61-64页 |
| Appendix II | 第64-67页 |
| Appendix Ⅲ | 第67-70页 |
| Acknowledgements | 第70页 |
