| Abstract | 第3-4页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-11页 |
| 1.1 Research background | 第8-9页 |
| 1.2 Significance and purposes of the study | 第9-10页 |
| 1.3 Framework of the thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-22页 |
| 2.1 Learning strategies | 第11-13页 |
| 2.1.1 Definition of learning strategies | 第11-12页 |
| 2.1.2 Classification of learning strategies | 第12-13页 |
| 2.2 Listening strategies | 第13-22页 |
| 2.2.1 Definition of listening strategies | 第13页 |
| 2.2.2 Classification of listening strategies | 第13-15页 |
| 2.2.3 Empirical studies on listening strategies | 第15-22页 |
| 2.2.3.1 Empirical studies on listening strategy use between highproficiency students and low proficiency students | 第15-18页 |
| 2.2.3.2 Empirical studies on the difference in using listening strategiesbetween arts students and science students | 第18-19页 |
| 2.2.3.3 Empirical studies on relationship between listening strategy useand listening proficiency | 第19-22页 |
| Chapter Three Research Methodology | 第22-27页 |
| 3.1 Research questions | 第22页 |
| 3.2 Participants | 第22-23页 |
| 3.3 Instruments | 第23-25页 |
| 3.3.1 Listening strategy questionnaire | 第23-24页 |
| 3.3.2 Listening proficiency test | 第24页 |
| 3.3.3 Interview | 第24-25页 |
| 3.4 Data collection and analysis | 第25-27页 |
| Chapter Four Results and Discussion | 第27-44页 |
| 4.1 Research question one: What kinds of English listening strategies areemployed by the senior high school students? | 第27-32页 |
| 4.1.1 Use of three categories of listening strategies | 第27-28页 |
| 4.1.2 Meta-cognitive strategies used by all subjects | 第28-29页 |
| 4.1.3 Cognitive strategies used by all subjects | 第29-30页 |
| 4.1.4 Social/affective strategies used by all subjects | 第30-32页 |
| 4.2 Research question two: Are there any differences in using listening strategiesbetween high-proficiency and low-proficiency learners? | 第32-36页 |
| 4.2.1 Differences in Use of Listening Strategy categories between highproficiency students (HPL) and low proficiency students (LPL) | 第32-33页 |
| 4.2.2 Differences in use of sub-category strategies between high-proficiencyand low-proficiency learners | 第33-36页 |
| 4.3 Research question three: Are there any differences in using listeningstrategies between arts students and science students? | 第36-40页 |
| 4.3.1 Differences in use of listening strategy categories between arts studentsand science students | 第36-38页 |
| 4.3.2 Differences in the use of sub-category strategies between the artsstudents and science students | 第38-40页 |
| 4.4 Research question four: Is there any correlation between students’ use ofEnglish listening strategies and their listening proficiency? | 第40-44页 |
| Chapter Five Conclusion and Implications | 第44-49页 |
| 5.1 Major findings of the study | 第44-45页 |
| 5.2 Pedagogical implications | 第45-47页 |
| 5.3 Limitations of the study and recommendations for further studies | 第47-49页 |
| Bibliography | 第49-53页 |
| Appendix 1 | 第53-58页 |
| Appendix 2 | 第58-60页 |
| Acknowledgements | 第60-61页 |
| 在读期间公开发表论文（著）及科研情况 | 第61页 |
