| ACKNOWLEDGEMENTS | 第5-6页 |
| ABSTRACT | 第6-7页 |
| 摘要 | 第8-12页 |
| CHAPTER ONE GENERAL INTRODUCTION | 第12-17页 |
| 1.1 Research background | 第12-14页 |
| 1.1.1 Social background | 第12-13页 |
| 1.1.2 Personal background | 第13-14页 |
| 1.2 Aims and significance of the study | 第14-16页 |
| 1.2.1 Aims of the study | 第14-15页 |
| 1.2.2 Significance of the study | 第15-16页 |
| 1.3 Organization of the thesis | 第16-17页 |
| CHAPTER TWO LITERATURE REVIEW | 第17-28页 |
| 2.1 Teachers’ Beliefs about learner autonomy | 第17-23页 |
| 2.1.1 General Understanding of Teachers’ Beliefs | 第17-18页 |
| 2.1.2 General Understanding of learner autonomy | 第18-21页 |
| 2.1.3 General Understanding of Teachers' Beliefs about LearnerAutonomy | 第21-23页 |
| 2.2 Primary English homework | 第23-28页 |
| 2.2.1 Functions of primary English homework | 第23-24页 |
| 2.2.2 Types and designs of primary English homework | 第24-26页 |
| 2.2.3 The reflection of teachers’ beliefs on primary English homework | 第26-28页 |
| CHAPTER THREE RESEARCH DESIGN & THEORETICAL FRAMEWORK | 第28-37页 |
| 3.1 Some definitions in the study | 第28-30页 |
| 3.1.1 Ethnography | 第28-29页 |
| 3.1.2 Volunteer teachers | 第29-30页 |
| 3.2 Theoretical framework | 第30-32页 |
| 3.2.1 Bourdieu’s theory of practice | 第30-31页 |
| 3.2.2 Conceptual tools in the theoretical framework | 第31-32页 |
| 3.3 Research design | 第32-37页 |
| 3.3.1 Research methodology | 第32-33页 |
| 3.3.2 Access to the field | 第33-34页 |
| 3.3.3 Collection and analysis of data | 第34-36页 |
| 3.3.4 Researcher’s identity and research ethics | 第36-37页 |
| CHAPTER FOUR VOLUNTEER TEACHERS’ BELIEFS ABOUT LEARNER AUTONOMY | 第37-53页 |
| 4.1 Overview of the teaching and the assignment of homework in Z school.. | 第37-39页 |
| 4.2 Informant Zhang：Volunteer teacher to aid “Sanqu” | 第39-44页 |
| 4.2.1 Gregarious herbivores | 第39-41页 |
| 4.2.2 The struggle of power | 第41-42页 |
| 4.2.3 You Never Know Till You have Tried | 第42-44页 |
| 4.3 Informant Lin：Rotational teacher from county town | 第44-49页 |
| 4.3.1 Never simple and never pure | 第44-46页 |
| 4.3.2 Meal, window and binoculars | 第46-48页 |
| 4.3.3 Disallow students to ride roughshod over us | 第48-49页 |
| 4.4 Informant Nie：Special Post Teacher, a Green Hand | 第49-53页 |
| 4.4.1 Who am I？What should I do? | 第50-51页 |
| 4.4.2 The spirit is willing, but the flesh is weak | 第51页 |
| 4.4.3 The relationship between balance and control | 第51-53页 |
| CHAPTER FIVE DISCUSSION | 第53-59页 |
| 5.1 Volunteer primary teachers’ beliefs about learner autonomy in rural area | 第53-55页 |
| 5.2 The relationship between homework and volunteer teachers’ beliefs | 第55-56页 |
| 5.3 Volunteer teachers’ beliefs about learner autonomy under the frameworkof Bourdieu’s practice theory | 第56-59页 |
| CHAPTER SIX CONCLUSION | 第59-63页 |
| 6.1 Major findings of the study | 第59-60页 |
| 6.2 Implications of the study | 第60-61页 |
| 6.3 Limitations of the study and suggestions for further study | 第61-63页 |
| REFERENCES | 第63-69页 |
| APPENDICES | 第69-76页 |
| Appendix A | 第69-70页 |
| Appendix B | 第70-74页 |
| Appendix C | 第74-76页 |
