| Acknowledgements | 第5-6页 |
| Abstract | 第6页 |
| 摘要 | 第7-11页 |
| I. Introduction | 第11-15页 |
| 1.1 Background of ESL teaching | 第11页 |
| 1.2 Existing problems in Chinese middle schools | 第11-12页 |
| 1.3 Importance of reading | 第12页 |
| 1.4 Rationale for the research | 第12-13页 |
| 1.5 Structure of the thesis | 第13-15页 |
| II. The literature review | 第15-26页 |
| 2.1 Researching background of self-regulated Learning | 第15页 |
| 2.2 Similar terms of self-regulated learning | 第15-16页 |
| 2.3 Different theories of self-regulated learning | 第16-22页 |
| 2.4 Definition of self-regulated learning | 第22-26页 |
| III. English reading comprehension in senior middle schools | 第26-32页 |
| 3.1 The importance of self-regulated study on reading in senior middle schools | 第26-28页 |
| 3.2 The existing problems of reading | 第28页 |
| 3.3 The characteristics of effective reading | 第28-30页 |
| 3.4 The roles of teachers and students | 第30-32页 |
| 3.4.1 The existing concept and current situations | 第30页 |
| 3.4.2 The new roles of teacher | 第30-31页 |
| 3.4.3 The roles of teacher in self -regulated learning | 第31-32页 |
| IV. SRL instruction model | 第32-57页 |
| 4.1 A cyclic model for SRL | 第32-33页 |
| 4.2 Time allocation for SRL | 第33页 |
| 4.3 Self-evaluation and monitoring | 第33-34页 |
| 4.4 Planning and goal-setting | 第34-38页 |
| 4.4.1 Importance of motivation and goal-setting | 第34-35页 |
| 4.4.2 Problems in goal-setting | 第35页 |
| 4.4.3 Tips on goal setting | 第35-37页 |
| 4.4.4 Planning in SRL | 第37-38页 |
| 4.5 Strategy implementation and monitoring | 第38-43页 |
| 4.5.1 Guide of reading strategy | 第39-41页 |
| 4.5.2 Students’portfolios | 第41-43页 |
| 4.6 Outcome monitoring and strategy refinement | 第43-48页 |
| 4.6.1 The role of outcome monitoring and strategy refinement | 第43页 |
| 4.6.2 The specific ways to monitor outcome and refine strategies | 第43-47页 |
| 4.6.3 The role self-efficacy plays | 第47-48页 |
| 4.7 Summary | 第48页 |
| 4.8 Case study: an example of cyclic reading model | 第48-57页 |
| V. Research design and data presentation | 第57-87页 |
| 5.1 Objectives of the study | 第57页 |
| 5.2 Subjects of the study | 第57-58页 |
| 5.3 Data collection instruments | 第58-61页 |
| 5.3.1 Questionnaire | 第58页 |
| 5.3.2 Interview | 第58-60页 |
| 5.3.3 Learners’profile | 第60页 |
| 5.3.4 Teacher’s journal | 第60页 |
| 5.3.5 English proficiency test | 第60-61页 |
| 5.4 Data presentation and discussion | 第61-87页 |
| 5.4.1 Data Collected Through the English Proficiency Tests | 第61-62页 |
| 5.4.2 Presentation and discussion of post-test | 第62页 |
| 5.4.3 Presentation and discussion of post-test | 第62-63页 |
| 5.4.4 Data collected through the Questionnaire | 第63-76页 |
| 5.4.5 Presentation and discussion on the questionnaire | 第76-87页 |
| VI. Conclusion | 第87-91页 |
| 6.1 Major findings from the experiment | 第87-88页 |
| 6.2 Implications for future strategy instruction | 第88页 |
| 6.3 Limitations of the present study | 第88-89页 |
| 6.4 Summary | 第89-91页 |
| Bibliography | 第91-98页 |
| Appendix 1 | 第98页 |
| Appendix 2 | 第98-99页 |
| Appendix 3 | 第99-102页 |
