| Abstract | 第1-5页 |
| 中文摘要 | 第5-6页 |
| CONTENTS | 第6-8页 |
| Chapter One Introduction | 第8-12页 |
| ·Research Background and Significance | 第8-9页 |
| ·English Learning Characteristics of High School Students | 第9-10页 |
| ·The Framework of This Thesis | 第10-12页 |
| Chapter Two Literature Review | 第12-29页 |
| ·Theory Bases | 第12-24页 |
| ·Several Concepts Related to Self-efficacy | 第12-16页 |
| ·Self-efficacy Function Mechanism | 第16-19页 |
| ·The Sources of Self-efficacy | 第19-22页 |
| ·Measurement of Self-efficacy | 第22-24页 |
| ·Related Researches on Self-efficacy | 第24-29页 |
| ·The Overseas Study Status of Self-efficacy | 第24-25页 |
| ·The Domestic Study Status of Self-efficacy | 第25-27页 |
| ·The Research Field of Self-efficacy and Its Limitations | 第27-29页 |
| Chapter Three Study Design | 第29-31页 |
| ·Research Questions | 第29页 |
| ·The Selection of Samples | 第29页 |
| ·Research Tools | 第29-31页 |
| Chapter Four Statistics andAnalysis | 第31-35页 |
| ·Measuring the Reliability of the Questionnaires | 第31页 |
| ·The Sources of High School Student' English Self-efficacy | 第31-33页 |
| ·The Level of High School Students' English Self-efficacy | 第33页 |
| ·The Relationship Between Gender and Self-efficacy | 第33-35页 |
| Chapter Five Conclusion | 第35-44页 |
| ·Major Findings | 第35-38页 |
| ·Pedagogical Implications | 第38-42页 |
| ·To Provide More Opportunities to Experience Success | 第38-39页 |
| ·To Help Students Find the Right Role Model | 第39-40页 |
| ·To MakeAppropriate Verbal Persuasion | 第40页 |
| ·To Guide Students to Set a Reasonable Plan and Goal | 第40页 |
| ·To Improve the Students' English Communication Ability | 第40-41页 |
| ·To Create theAppropriate English Learning Environment | 第41页 |
| ·To Organize the Social Practice of English | 第41-42页 |
| ·Limitations and Suggestions for Further Researches | 第42-44页 |
| Appendix Ⅰ | 第44-46页 |
| Appendix Ⅱ | 第46-49页 |
| References | 第49-53页 |
| Acknowledgements | 第53页 |
