| Abstract | 第1-7页 |
| 摘要 | 第7-8页 |
| Acknowledgments | 第8-9页 |
| Figures and Charts of the Present Thesis | 第9-10页 |
| Abbreviations | 第10-11页 |
| Contents | 第11-14页 |
| Chapter One Introduction | 第14-19页 |
| ·Research Background | 第14-15页 |
| ·Research Scope | 第15-16页 |
| ·Research Questions | 第16页 |
| ·Research Hypothesis | 第16-17页 |
| ·Research Methodology | 第17-18页 |
| ·Research Significance | 第18-19页 |
| Chapter Two Literature Review | 第19-41页 |
| ·Terminology clarification | 第19-20页 |
| ·Learning strategy and learning method/technique | 第19页 |
| ·Learning strategy and learner strategy | 第19-20页 |
| ·Translation learning strategy and translation strategy | 第20页 |
| ·Definitions and classifications of learning strategies | 第20-28页 |
| ·Definitions | 第20-23页 |
| ·Classifications | 第23-26页 |
| ·Summary | 第26-28页 |
| ·Review of language learning strategy researches | 第28-29页 |
| ·Review of translation learning strategy researches | 第29-33页 |
| ·Constructivism and translation learning strategies | 第33-41页 |
| ·Constructivism | 第33-34页 |
| ·Constructivism view of knowledge,learning and students & teachers | 第34-37页 |
| ·Constructivism and translation teaching | 第37-39页 |
| ·Constructivism and translation learning strategies | 第39-41页 |
| Chapter Three Theoretical Framework | 第41-54页 |
| ·Translation learning strategy system | 第41-42页 |
| ·The theoretical framework | 第42-45页 |
| ·Specific research questions | 第45-46页 |
| ·Methodology | 第46-54页 |
| ·Subjects | 第46页 |
| ·Subjects grouping | 第46-48页 |
| ·Questionnaire Survey | 第48-53页 |
| ·Data Collection | 第53-54页 |
| Chapter Four Experiment Results | 第54-71页 |
| ·The use of the three categories of translation learning strategies | 第54-56页 |
| ·The Use of each translation learning strategy | 第56-60页 |
| ·Translation learning strategies and translation academic scores | 第60-61页 |
| ·Differences between the two groups | 第61-68页 |
| ·Differences between the two groups in the use of meta-cognitive strategies | 第61-64页 |
| ·Differences between the two groups in the use of cognitive strategies | 第64-66页 |
| ·Differences between the two groups in the use of social/affective strategies | 第66-68页 |
| ·Summary | 第68-71页 |
| Chapter Five Findings and Discussions | 第71-84页 |
| ·Major findings | 第71-73页 |
| ·Discussions | 第73-84页 |
| ·Reasons for students' inadequate use of meta-cognitive learningstrategies | 第73-75页 |
| ·Reasons for students' most favorite and least favorite cognitive learning strategies | 第75-78页 |
| ·Reasons for students' different use of social/affective learningstrategies | 第78-80页 |
| ·The hypothesis about translation academic scores and translation learning strategies | 第80-81页 |
| ·The differences between high-level students and low-level students | 第81-84页 |
| Chapter Six Suggestions and Conclusion | 第84-90页 |
| ·Suggestions | 第84-87页 |
| ·Strengthening students' translation learning strategy awareness | 第84-85页 |
| ·Suggestions to students' use of meta-cognitive learning strategies | 第85页 |
| ·Suggestions to students' use of cognitive learning strategies | 第85-86页 |
| ·Suggestions to students' use of social/affective learning strategies | 第86-87页 |
| ·Suggestions to high-level students and low-level students | 第87页 |
| ·Conclusion | 第87-90页 |
| Chapter Seven Implications and Limitations | 第90-92页 |
| ·Implications | 第90-91页 |
| ·Limitations | 第91-92页 |
| Bibliography | 第92-98页 |
| Appendices | 第98-105页 |
