| Chapter one Introduction | 第1-15页 |
| ·Research background | 第11-13页 |
| ·The framework of the thesis | 第13-15页 |
| Chapter two Literature Review | 第15-37页 |
| ·The definition of attitude | 第15-17页 |
| ·Hershel D. Thornburg's(1984) definition | 第16页 |
| ·Harrison's(1976) definition | 第16-17页 |
| ·The categories of attitude | 第17-20页 |
| ·The positive and negative attitude | 第18-20页 |
| ·The important factors influencing attitude | 第20-33页 |
| ·Motivation | 第20-23页 |
| ·Interest | 第23-24页 |
| ·Gender | 第24页 |
| ·Experience | 第24-25页 |
| ·Attitudes of parents, teachers and peers | 第25-26页 |
| ·Attitudes of parents | 第25页 |
| ·Attitudes of teachers and peers | 第25-26页 |
| ·Culture | 第26-28页 |
| ·Curriculum and syllabus | 第28-32页 |
| ·The quality of the English language curriculum | 第28-29页 |
| ·The basic idea of the English language curriculum | 第29-31页 |
| ·The train of thought of the curriculum design | 第31-32页 |
| ·System of examination | 第32-33页 |
| ·Main attitudinal theoretical constructs | 第33-34页 |
| ·Relevant studies on attitude to L2/FL learning | 第34-35页 |
| ·Relevant studies on the relationship between attitudes and learning achievements | 第35-37页 |
| Chapter Three Research Methodology | 第37-42页 |
| ·Participants | 第37-38页 |
| ·Instruments | 第38-41页 |
| ·Questionnaire | 第38-39页 |
| ·Instrument administration | 第39-40页 |
| ·English proficiency test | 第40-41页 |
| ·Data analysis | 第41-42页 |
| Chapter Four Results | 第42-52页 |
| ·The general tendency in students' attitudes to English learning | 第42-47页 |
| ·Integrative motivation | 第42-43页 |
| ·Instrumental motivation | 第43-44页 |
| ·Valence | 第44-45页 |
| ·Perception of English classes and school environment | 第45-46页 |
| ·Expectancy | 第46-47页 |
| ·Interest | 第47页 |
| ·Gender | 第47页 |
| ·Correlation analysis | 第47-52页 |
| ·Correlations between achievements and determinants of attitudes in key class | 第48-49页 |
| ·Correlations between achievements and determinants of attitudes in non-key class | 第49-52页 |
| Chapter Five Discussion | 第52-63页 |
| ·Differences in attitudes to the learning of English between students from two types of classes | 第52-56页 |
| ·Expectancy or confidence | 第52-53页 |
| ·Integrative and instrumental motivation | 第53-55页 |
| ·Interest | 第55-56页 |
| ·Effect of attitudes on students' learning achievements | 第56-63页 |
| ·Expectancy and estimation of ability | 第56-57页 |
| ·Valence | 第57-58页 |
| ·Integrative motivation | 第58-59页 |
| ·Instrumental motivation | 第59页 |
| ·More reasons for the results | 第59页 |
| ·Teachers' quality | 第59-60页 |
| ·Teaching methodology and classroom activities | 第60-61页 |
| ·Attitudes of parents, teachers and peers | 第61页 |
| ·Curriculum and syllabus | 第61页 |
| ·Culture | 第61-62页 |
| ·System of examination | 第62-63页 |
| Chapter Six Conclusions and Implications | 第63-70页 |
| ·Student attitudes to the learning of English in senior middle school | 第63-64页 |
| ·Implications on how to improve students' learning attitude in English learning | 第64-70页 |
| ·Stimulating students' motivation and enhancing their interest | 第65-66页 |
| ·Establishing students' self-confidence | 第66页 |
| ·Promoting teachers' quality | 第66-67页 |
| ·Improving the efficiency of classroom-teaching | 第67-68页 |
| ·Reducing students' burden of learning | 第68页 |
| ·Building an active and dynamic learning atmosphere | 第68-70页 |
| Bibliography | 第70-75页 |
| Appendix | 第75-76页 |
