| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Chapter 1 Introduction | 第12-15页 |
| 1.1 Research background | 第12-13页 |
| 1.2 Purpose and significance of the study | 第13-14页 |
| 1.3 Framework of the thesis | 第14-15页 |
| Chapter 2 Literature Review | 第15-30页 |
| 2.1 Key terms | 第15-25页 |
| 2.1.1 The theory of thinking styles | 第15-21页 |
| 2.1.2 The theory of self-monitoring | 第21-25页 |
| 2.2 Studies on thinking styles and self-monitoring | 第25-28页 |
| 2.2.1 Studies on thinking styles abroad and at home | 第25-27页 |
| 2.2.2 Studies on self-monitoring abroad and at home | 第27-28页 |
| 2.3 Gaps of previous studies | 第28-30页 |
| Chapter 3 Research Methodology | 第30-33页 |
| 3.1 Research questions | 第30页 |
| 3.2 Subjects | 第30页 |
| 3.3 Instruments | 第30-32页 |
| 3.3.1 Thinking Style Inventory | 第30-31页 |
| 3.3.2 Self-monitoring Learning Scale | 第31页 |
| 3.3.3 Test of CET-4 | 第31-32页 |
| 3.4 Data collection and analysis | 第32-33页 |
| Chapter 4 Results and Discussion | 第33-50页 |
| 4.1 Correlation between thinking styles and English achievements | 第33-40页 |
| 4.1.1 General descriptive of thinking styles | 第33-35页 |
| 4.1.2 Gender characteristics of the thinking styles | 第35-36页 |
| 4.1.3 Correlation between thinking styles and English achievements | 第36-40页 |
| 4.2 Correlation between self-monitoring and English achievements | 第40-48页 |
| 4.2.1 General situation of self-monitoring among college students | 第40-42页 |
| 4.2.2 Gender difference in self-monitoring | 第42-45页 |
| 4.2.3 Correlation between self-monitoring and English achievements | 第45-48页 |
| 4.3 Correlation between thinking styles and self-monitoring | 第48-50页 |
| Chapter 5 Conclusions | 第50-55页 |
| 5.1 Findings | 第50-51页 |
| 5.2 Implications | 第51-53页 |
| 5.2.1 Implications for students | 第51-52页 |
| 5.2.2 Implications for teachers | 第52-53页 |
| 5.3 Limitations and suggestions | 第53-55页 |
| Appendix I | 第55-59页 |
| Appendix II | 第59-62页 |
| Bibliography | 第62-67页 |
| Papers Published during MA Program | 第67-68页 |
| Acknowledgements | 第68-69页 |
