| 摘要 | 第1-5页 |
| ABSTRACT | 第5-8页 |
| ACKNOWLEGEMENTS | 第8-12页 |
| CHAPTER ONE: Introduction | 第12-18页 |
| ·Background | 第12-15页 |
| ·Justification of the present research | 第15-18页 |
| ·To validate a body of LLSs and an accompanying classification scheme grounded in cognitive theory | 第15-16页 |
| ·To explore the different use of reading strategies in L2 learning by Chinese students | 第16-18页 |
| CHAPTER TWO: Rationale in Second Language Learning Relative to the Present Research | 第18-25页 |
| ·L2 acquisition and goals of L2 acquisition | 第18-19页 |
| ·Theory of L2 learning: a psych-cognitive perspective | 第19-25页 |
| ·Description of Anderson's ACT~* model | 第20-21页 |
| ·L2 learning process: an interactive use of declarative and procedural knowledge | 第21-22页 |
| ·L2 learning as a problem-solving process | 第22-23页 |
| ·The cognitive process of L2 learning which the present research aims to explore | 第23-25页 |
| CHAPTER THREE: Language Learning Strategies (LLSs) | 第25-37页 |
| ·Definition of language learning strategies | 第25-26页 |
| ·Classification of language leaming strategies | 第26-29页 |
| ·Malley and Chamot's classification | 第26-28页 |
| ·Oxford's classification | 第28页 |
| ·Cohen's classification | 第28-29页 |
| ·Language learning strategies as cognitive | 第29-31页 |
| ·Ways of investigating the use of LLSs | 第31-34页 |
| ·Previous studies on successful strategy-use | 第34-37页 |
| CHAPTER FOUR: Reading and Reading Strategies | 第37-49页 |
| ·Reading as a process involving several skills | 第37-38页 |
| ·Reading as cognitive and metacognitive process | 第38-39页 |
| ·The psycholinguistic model of reading | 第39-42页 |
| ·Bottom-up models | 第40-41页 |
| ·Top-down models | 第41页 |
| ·Interactive models | 第41-42页 |
| ·Definition of reading strategies | 第42-45页 |
| ·Previous studies on reading strategy-use | 第45-49页 |
| ·Patron and Waxman's study on reading strategy use | 第45-46页 |
| ·Chou Hare and smith's study on reading strategy use | 第46-47页 |
| ·Hosenfeld's comparative study on successful and unsuccessful use of reading strategies | 第47-49页 |
| CHAPTER FIVE: The Present Study | 第49-65页 |
| ·Key research questions for the study | 第49页 |
| ·Participants | 第49-50页 |
| ·Materials | 第50-53页 |
| ·The CET Band 4 and final exam achievement lists | 第50-52页 |
| ·The questionnaire | 第52-53页 |
| ·Procedures | 第53页 |
| ·Coding system | 第53-54页 |
| ·Data collection and analysis | 第54-55页 |
| ·Results | 第55-61页 |
| ·Overall strategy categories used by two groups | 第55-56页 |
| ·Categories of metacognitive strategies used by two groups | 第56-57页 |
| ·Categories of cognitive strategies used by two groups | 第57-58页 |
| ·Categories of affective and social strategies used by two groups | 第58-61页 |
| ·Specific strategies used by two groups | 第61页 |
| ·Discussion | 第61-65页 |
| CHAPTER SIX: Conclusions and Implications | 第65-70页 |
| ·Conclusions | 第65-66页 |
| ·Implications for pedagogy | 第66-68页 |
| ·Teaching about use of metacognitive strategies | 第66-67页 |
| ·Helping students develop deeper reading | 第67-68页 |
| ·Helping students develop responsibilities and independence | 第68页 |
| ·Implications for future researches | 第68-70页 |
| Bibliography | 第70-78页 |
| APPENDIX1 | 第78-81页 |
| APPENDIX2 | 第81-84页 |
| APPENDIX3 | 第84-86页 |
| Appendix4 | 第86-87页 |
