| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| Chapter One Introduction | 第11-17页 |
| ·Background of the Study | 第11-13页 |
| ·Purpose and Significance of the Study | 第13-14页 |
| ·Research Questions and Hypotheses | 第14-15页 |
| ·Organization of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-33页 |
| ·Formative Assessment | 第17-28页 |
| ·History of Formative Assessment | 第17-18页 |
| ·Current Conceptions of Formative Assessment | 第18-19页 |
| ·Methods of Formative Assessment | 第19-26页 |
| ·Previous Studies on Formative Assessment | 第26-28页 |
| ·Self-efficacy Theory | 第28-31页 |
| ·Definitions of Self-efficacy | 第28-29页 |
| ·Sources of Self-efficacy | 第29-30页 |
| ·Previous Studies on the Relations between Self-efficacy and Achievement | 第30-31页 |
| ·Listening Comprehension | 第31-32页 |
| ·Summary | 第32-33页 |
| Chapter Three Methodology | 第33-44页 |
| ·Research Design | 第33-37页 |
| ·Participants | 第33页 |
| ·Instruments | 第33-37页 |
| ·Research Procedure | 第37-42页 |
| ·Pre-test Phase | 第39页 |
| ·Ongoing Phase (Training Program) | 第39-42页 |
| ·Post-test Phase | 第42页 |
| ·Data Collection | 第42-43页 |
| ·Data Analysis | 第43-44页 |
| Chapter Four Results and Discussions | 第44-64页 |
| ·Analysis of Quantitative and Qualitative Data | 第44-51页 |
| ·Results of the Pre-test | 第44-45页 |
| ·Results of Portfolio | 第45-47页 |
| ·Results of Classroom Observation | 第47-48页 |
| ·Results of the Post-test | 第48页 |
| ·Results of Listenig Self-efficacy Questionnaire | 第48-50页 |
| ·Results of Interview | 第50-51页 |
| ·Analysis of the Impact of Formative Assessment on Students' Listening Proficiency | 第51-57页 |
| ·Overall Differences between the EC and the CC in Listening Proficiency | 第52-54页 |
| ·Comparison of High-proficient Group and Low-proficient Group in Listening Proficiency | 第54-57页 |
| ·Analysis of the Relationship between Listening Self-efficacy and Listening Proficiency | 第57-60页 |
| ·Correlation between Listening Self-efficacy and Listening Proficiency | 第57-58页 |
| ·Comparison of High Self-efficacious and Low Self-efficacious in Listening Proficiency | 第58-60页 |
| ·Analysis of the Impact of Formative Assessment on Students' Listening Self-efficacy | 第60-62页 |
| ·Overall Differences between the EC and the CC in Listening Self-efficacy | 第60页 |
| ·Comparison of High-proficient Group and Low-proficient Group in Listening Self-efficacy | 第60-62页 |
| ·Summary | 第62-64页 |
| Chapter Five Research Implications | 第64-71页 |
| ·Theoretical Implications | 第64-65页 |
| ·Pedagogical Implications | 第65-71页 |
| ·Emphasizing Students' Role | 第65页 |
| ·Transferring Teachers' Role | 第65-66页 |
| ·Involving Students in Self-reflection and Peer-cooperation | 第66-67页 |
| ·Ensuring the Procedure Well-prepared | 第67-68页 |
| ·Enhancing Students and Teachers Self-efficacy | 第68-69页 |
| ·Improving students Interests and Motivation | 第69页 |
| ·Combining Alternative Assessment Methods | 第69-71页 |
| Chapter Six Conclusion | 第71-74页 |
| ·Major Findings | 第71-72页 |
| ·Research Limitations | 第72-73页 |
| ·Recommendations for Further Research | 第73-74页 |
| Bibliography | 第74-77页 |
| Appendix Ⅰ | 第77-79页 |
| Appendix Ⅱ | 第79-81页 |
| Appendix Ⅲ | 第81-82页 |
| Appendix Ⅳ | 第82-83页 |
| Appendix Ⅴ | 第83-92页 |
| Appendix Ⅵ | 第92-93页 |
| Acknowledgements | 第93页 |
