| Abstract | 第1-13页 |
| 内容摘要 | 第13-16页 |
| Chapter One Introduction | 第16-21页 |
| ·Backgrounds and Overview | 第16-18页 |
| ·Research Questions | 第18-20页 |
| ·Hypotheses | 第20-21页 |
| Chapter Two Research on Learning Strategy and Its Development | 第21-42页 |
| ·History of Research into Language Learning Strategies | 第21-24页 |
| ·Theories of Learning Strategies | 第24-29页 |
| ·Oxford's Classification of Learning Strategies | 第25-29页 |
| ·Direct strategies | 第26-27页 |
| ·Indirect strategies | 第27-29页 |
| ·Research on the Relationship Between Language Learning Strategies and Learners' Difference | 第29-34页 |
| ·Gender | 第30页 |
| ·Age | 第30-31页 |
| ·Major | 第31页 |
| ·Different Languages | 第31页 |
| ·Years of Learning | 第31-32页 |
| ·Psychological Type | 第32-33页 |
| ·Attitude | 第33-34页 |
| ·Learning Style Theory | 第34-42页 |
| ·Definitions of Learning Style | 第34-36页 |
| ·Psychological Types | 第36-38页 |
| ·About PLSI (The Paragon Learning Style Inventory) | 第38-42页 |
| Chapter Three The Current Study | 第42-51页 |
| ·Research Design and Data Collection of the Current Study | 第42页 |
| ·Purpose of the Study | 第42-43页 |
| ·Participants | 第43-44页 |
| ·Research Instruments | 第44-45页 |
| ·Design of the Study | 第45-46页 |
| ·Pilot Study | 第46-47页 |
| ·Procedures | 第47-49页 |
| ·Collections and Analysis of Data | 第49-51页 |
| Chapter Four Data Analysis and Results Discussions | 第51-72页 |
| ·Distribution of Learning Styles | 第51-54页 |
| ·Distribution of All Participants of Learning Style Types | 第51-52页 |
| ·Distribution of Learning Styles by Male and Female Students | 第52页 |
| ·Distribution of Learning Styles by Students in Grade One and Grade Two | 第52-53页 |
| ·Distribution of Learning Styles by Students Majoring in Arts and PE students | 第53页 |
| ·Distribution of the Students in the 8 Preferences of Learning Styles | 第53-54页 |
| ·Distribution of Learning Strategy | 第54-72页 |
| ·Reliability of the Study | 第54页 |
| ·Frequencies of Learning Strategy | 第54-58页 |
| ·Compensation strategies most frequently used | 第55-56页 |
| ·Metacognitive strategies the second most used | 第56页 |
| ·3 Memory strategies seldom used | 第56-57页 |
| ·Social strategies the lowest frequently used | 第57页 |
| ·Affective strategies the second lowest frequently used | 第57-58页 |
| ·Correlation of Strategies with Each Other | 第58-59页 |
| ·Levels of Strategy Use | 第59-68页 |
| ·Levels of strategy use by male and female students | 第59-61页 |
| ·Levels of strategy use by students in Grade One and Grade Two | 第61-62页 |
| ·Variation in strategy use by students majoring in arts and physical education | 第62-64页 |
| ·Variation in strategy use by interesting and non-interesting | 第64-65页 |
| ·Variation in strategy use by students with different times of learning English | 第65-67页 |
| ·Variation in strategy use by students with different times of learning their specialties | 第67-68页 |
| ·Correlations of All Dependent Variables and Independent Variable | 第68-69页 |
| ·Regression Linear of Memory, Cognitive, Compensation, Metacognitive,Affective and Social strategy Categories with Gender, and other variables | 第69-72页 |
| Chapter Five Conclusions | 第72-76页 |
| ·Findings | 第72-73页 |
| ·Pedagogical Implications | 第73-74页 |
| ·Limitations of the Research | 第74-76页 |
| Bibliography | 第76-88页 |
| Appendix A Strategy inventory for learning English | 第88-92页 |
| Appendix B The Paragon Learning Style Inventory | 第92-97页 |
| Appendix C The test of English Learning Strategy Inventory | 第97-98页 |
| Appendix D The PLSI Score Sheet | 第98页 |
