| Abstract | 第4-5页 |
| 摘要 | 第6-12页 |
| List of Abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-19页 |
| 1.1 Research background | 第13-17页 |
| 1.2 Research purpose and significance | 第17-18页 |
| 1.3 Structure of this research | 第18-19页 |
| Chapter Two Literature Review | 第19-35页 |
| 2.1 Definitions of WTC | 第19-21页 |
| 2.1.1 Definitions of WTC in L | 第19-20页 |
| 2.1.2 Definitions of WTC in L | 第20-21页 |
| 2.2 Development of the models on WTC in L2 research | 第21-27页 |
| 2.2.1 Part of Maclntyre’s (1994) WTC Model | 第21-22页 |
| 2.2.2 Mac Intyre and Charos’ (1996) Model of WTC in L2 | 第22页 |
| 2.2.3 Mac Intyre et al. (1998) Heuristic model of variables influencing WTC in L | 第22-25页 |
| 2.2.4 Wen and Clement’s (2003) variables moderating the relation between DC andWTC in Chinese ESL classroom | 第25-26页 |
| 2.2.5 Kang’s (2005) construct of situational WTC | 第26-27页 |
| 2.3 Individual differences affecting WTC in English | 第27-30页 |
| 2.3.1 Age | 第28-29页 |
| 2.3.2 Sex | 第29页 |
| 2.3.3 Motivation and attitude | 第29页 |
| 2.3.4 Personality | 第29页 |
| 2.3.5 Intelligence and aptitude | 第29页 |
| 2.3.6 Learning styles and strategies | 第29-30页 |
| 2.4 Previous Studies on WTC in L | 第30-35页 |
| 2.4.1 Previous Studies on WTC abroad | 第30-33页 |
| 2.4.2 Previous Studies on WTC in China | 第33-35页 |
| Chapter Three Research Methodology | 第35-40页 |
| 3.1 Subjects | 第35页 |
| 3.2 Research instruments | 第35-39页 |
| 3.2.1 Questionnaire | 第36-37页 |
| 3.2.2 Semi-structured interview | 第37-39页 |
| 3.2.3 English proficiency test | 第39页 |
| 3.3 Data collection and analysis | 第39-40页 |
| Chapter Four Results and Discussion | 第40-54页 |
| 4.1 Overall trend of primary school students’ WTC | 第40-45页 |
| 4.1.1 The basic information for students to learn English | 第40-41页 |
| 4.1.2 Overall degree of primary school students’ WTC | 第41-42页 |
| 4.1.3 Interview results on overall degree of students’ WTC | 第42-45页 |
| 4.2 Differences in WTC between male and female students | 第45-47页 |
| 4.3 Correlation between the students’ English test scores and their WTC | 第47-50页 |
| 4.4 Other related factors influencing WTC in English | 第50-54页 |
| 4.4.1 The influence of situational factors on WTC | 第51-52页 |
| 4.4.2 The influence of classroom teaching mode on WTC | 第52-54页 |
| Chapter Five Conclusion and Implications | 第54-63页 |
| 5.1 Major findings | 第54-55页 |
| 5.2 Implications for English teaching and learning | 第55-61页 |
| 5.2.1 Using English language as the important goal of students’ English learning.. | 第55-56页 |
| 5.2.2 Creating a good language environment | 第56页 |
| 5.2.3 Developing group cooperative learning | 第56-57页 |
| 5.2.4 Cultivating students’ oral communication skills | 第57-58页 |
| 5.2.5 Enhancing students’ confidence | 第58-59页 |
| 5.2.6 Designing diversified classroom activities | 第59-60页 |
| 5.2.7 Establishment of a good relationship between teachers and students | 第60-61页 |
| 5.3 Limitation and recommendation for further research | 第61-63页 |
| Bibliography | 第63-67页 |
| Appendix A | 第67-71页 |
| Appendix B | 第71-72页 |
| Appendix C | 第72-80页 |
| Publications | 第80-81页 |
| Acknowledgements | 第81页 |
