| Abstract | 第1-7页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Background | 第11-12页 |
| ·Significance of the study | 第12-13页 |
| ·Overall structure of the study | 第13-15页 |
| Chapter Two Literature Review | 第15-26页 |
| ·Definition of language learning strategy | 第15-16页 |
| ·Classification of LLS | 第16-20页 |
| ·Cohen’s (1998) classification | 第16-17页 |
| ·O’Malley’s (1985) classification | 第17页 |
| ·Oxfords’ (1990) classification | 第17-19页 |
| ·Stern’s(1992) classification | 第19-20页 |
| ·Factors affecting LLS choice | 第20-22页 |
| ·Studies on LLS in China and abroad | 第22-26页 |
| ·Research on language learning strategies abroad | 第22-24页 |
| ·Research on language learning strategies in China | 第24-26页 |
| Chapter Three Theoretical Basis of the Study | 第26-30页 |
| ·Theory of Adaptive Control of Thought | 第26页 |
| ·Theory of social-education model | 第26-27页 |
| ·Monitor theory | 第27-28页 |
| ·Metacognitive theory | 第28-30页 |
| Chapter Four Research Design | 第30-34页 |
| ·Research purpose | 第30页 |
| ·Research questions | 第30页 |
| ·Subjects | 第30-31页 |
| ·Instruments | 第31-33页 |
| ·Reasons why SILL has been chosen in this experiment | 第31-32页 |
| ·The content of SILL | 第32-33页 |
| ·Data collection and analysis | 第33-34页 |
| Chapter Five Data Analysis and Discussions | 第34-54页 |
| ·Learning strategies used by common high school students | 第34-40页 |
| ·Analysis of memory strategy | 第35页 |
| ·Analysis of cognitive strategy | 第35-36页 |
| ·Analysis of compensation strategy | 第36-37页 |
| ·Analysis of metacognitive strategy | 第37-38页 |
| ·Analysis of affective strategy | 第38-39页 |
| ·Analysis of social strategy | 第39-40页 |
| ·Learning strategies used by high school art students | 第40-45页 |
| ·Analysis of memory strategy | 第41页 |
| ·Analysis of cognitive strategy | 第41-42页 |
| ·Analysis of compensation strategy | 第42-43页 |
| ·Analysis of metacognitive strategy | 第43页 |
| ·Analysis of affective strategy | 第43-44页 |
| ·Analysis of social strategy | 第44-45页 |
| ·Data comparison of strategies used by common students and art students | 第45-48页 |
| ·Discussion of differences | 第48-50页 |
| ·Common students apply LLS more often than that of art students | 第48页 |
| ·Common students use memory strategy least frequently while art students use cognitive strategy the least | 第48-49页 |
| ·Difference in frequency scale of strategy use | 第49页 |
| ·Difference in frequency order of strategy use | 第49页 |
| ·Difference in the application of compensation strategy, metacognitive strategy and affective strategy | 第49-50页 |
| ·Discussion of similarities | 第50-54页 |
| ·All students use compensation strategy most frequently | 第50-51页 |
| ·Similarities in the application of memory strategy, social strategy and cognitive strategy | 第51-54页 |
| Chapter Six Conclusion | 第54-57页 |
| ·Major Findings | 第54-55页 |
| ·Pedagogical Implications | 第55-56页 |
| ·Limitations of this Study | 第56-57页 |
| References | 第57-61页 |
| Appendix 1 | 第61-63页 |
| Appendix 2 | 第63-64页 |
| Acknowledgments | 第64-65页 |
| 攻读学位期间取得的科研成果清单 | 第65页 |
