| Chapter 1 Introduction | 第6-11页 |
| 1．1 The Significance of Preschool Foreign Langnage Teaching | 第6-9页 |
| 1．1．1 Preschool foreign language learning is constructive to the intellectual development of preschoolers | 第6页 |
| 1．1．2 There is a critical period for L2/FL learning | 第6-7页 |
| 1．1．3 Preschoolers have advantages in learning a foreign language | 第7-9页 |
| 1．2 The Current Situation and Existing Problems of Preschool Foreign Language Teaching in China | 第9-10页 |
| 1．3 Purposes of the Present Study | 第10-11页 |
| Chapter 2 Basic Assumptions | 第11-29页 |
| 2．1 Self-Regulated Learning & L2/FL Learning | 第11-14页 |
| 2．1．1 Self-Regulated Learning & its impact on child development | 第11-12页 |
| 2．1．2 Characteristics and prerequisites of self-regulated L2/FL learning | 第12页 |
| 2．1．3 SRL in L2/FL learning | 第12-14页 |
| 2．1．3．1 SRL promotes the development of learning strategies | 第12-13页 |
| 2．1．3．2 SRL leads to higher intrinsic motivation | 第13-14页 |
| 2．1．3．3 Summary | 第14页 |
| 2．2 Factors Affecting L2/FL learning | 第14-28页 |
| 2．2．1 Part-to-Whole vs． Whole-to-Part | 第14-15页 |
| 2．2．2 Interaction, comprehension and acquisition | 第15-19页 |
| 2．2．3 Affect in L2/FL learning | 第19-21页 |
| 2．2．4 Langnage learning strategies | 第21-25页 |
| 2．2．4．1 Classification of language learning strategies | 第22-23页 |
| 2．2．4．2 Factors affecting strategy use | 第23-24页 |
| 2．2．4．3 Studies of learning strategies used by children | 第24-25页 |
| 2．2．5 Motivation in SL/FL learning | 第25-28页 |
| 2．2．5．1 Gardner's social-psychological approach to motivation | 第25-26页 |
| 2．2．5．2 Extrinsic motivation（EM） and intrinsic motivation （IM） | 第26页 |
| 2．2．5．3 The self-determination approach to motivation | 第26-28页 |
| 2．3 Summary | 第28-29页 |
| Chapter 3 Self-Regulation-Based Foreign Language Teaching for Preschoolers （SR Approach） | 第29-40页 |
| 3．1 Necessities for the Development of SR Approach | 第29页 |
| 3．2 Theoretic Basis for SR Approach | 第29-30页 |
| 3．2．1 Theory of language | 第29页 |
| 3．2．2 Theory of language learning | 第29-30页 |
| 3．3 Syllabus for SR Approach | 第30-32页 |
| 3．4 Objectives of SR Approach | 第32-34页 |
| 3．5 Types of Learning and Teaching Activities | 第34-36页 |
| 3．5．1 Criteria for the selection of classroom activities | 第34页 |
| 3．5．2 Types of classroom activities | 第34-36页 |
| 3．6 Instructional Materials | 第36页 |
| 3．7 The Teacher Roles | 第36-37页 |
| 3．8 Learner Roles | 第37-38页 |
| 3．9 Procedures of Teaching | 第38-40页 |
| Chapter 4 The Evaluation of SR Approach | 第40-73页 |
| 4．1 Research Questions and Overall Research Methods | 第40页 |
| 4．2 Subjects | 第40-41页 |
| 4．3 Teaching Methods: SR Approach vs． the Traditional Method | 第41-45页 |
| 4．4 The Influence of SRL on Target Language Proficiency | 第45-47页 |
| 4．4．1 Method | 第45-46页 |
| 4．4．2 Results | 第46页 |
| 4．4．3 Discussion | 第46-47页 |
| 4．5 The Influence of SRL on Learners' Strategy Use | 第47-61页 |
| 4．5．1 Method | 第47-50页 |
| 4．5．2 Results | 第50-55页 |
| 4．5．3 Discussion | 第55-61页 |
| 4．6 The Influence of SRL on Learners' Motivation | 第61-70页 |
| 4．6．1 Method | 第61-64页 |
| 4．6．2 Results | 第64-67页 |
| 4．6．3 Discussion | 第67-70页 |
| 4．7 The Influence of SRL on Learners' Self-determination | 第70-73页 |
| 4．7．1 Method | 第70页 |
| 4．7．2 Results | 第70-71页 |
| 4．7．3 Discussion | 第71-73页 |
| Chapter 5 Pedagogical Implications | 第73-74页 |
| Chapter 6 Conclusion | 第74-76页 |
| Appendix Ⅰ | 第76-86页 |
| Appendix Ⅱ | 第86-95页 |
| Appendix Ⅲ | 第95-104页 |
| Appendix Ⅳ | 第104-113页 |
| Appendix Ⅴ | 第113-118页 |
| Appendix Ⅵ | 第118-121页 |
| Appendix Ⅶ | 第121-126页 |
| Appendix Ⅷ | 第126-129页 |
| Bibliography | 第129-139页 |
