| CONTENTS | 第1-10页 |
| ABBREVIATIONS | 第10-11页 |
| ACKNOWLEDGMENTS | 第11-12页 |
| 1 INTRODUCTION | 第12-15页 |
| 1．1 Background | 第12-13页 |
| 1．2 Significance of the Present Research | 第13-15页 |
| 2 THEORETICAL BASIS:LANGUAGE LEARNING STRATEGIES AND LEARNING AUTCNCMY | 第15-25页 |
| 2．1 Different Definitions of Language Learning Strategies | 第15-16页 |
| 2．2 Goals of Studies on Language Learning Strategies | 第16页 |
| 2．3 Language Learning Strategies: Cognitive and Metacognitive Perspective | 第16-17页 |
| 2．4 Three Major Classifications of Language Learning Strategies Abroad | 第17-19页 |
| 2．4．1 Oxford's Classification | 第17-18页 |
| 2．4．2 Cohen's Classification | 第18页 |
| 2．4．3 O'Mallay and Chamot's Classification | 第18-19页 |
| 2．5 The Four Learning Strategies According to the Curriculum Criteria for Senior Middle Schools | 第19-20页 |
| 2．5．1 Cognitive Strategies | 第19-20页 |
| 2．5．2 Self-monitoring Strategies | 第20页 |
| 2．5．3 Communication Strategies | 第20页 |
| 2．5．4 Resource Strategies | 第20页 |
| 2．6 Definition of Learner's Autonomy | 第20-21页 |
| 2．7 Previous Studies on Learner Autonomy | 第21-22页 |
| 2．8 Learner Autonomy: Development Through Practice | 第22-23页 |
| 2．9 The Relationship Between Learning Autonomy and the Use of Language Learning Strategies | 第23-25页 |
| 3 THE PRESENT STUDY | 第25-33页 |
| 3．1 Key Research Questions for the Study | 第25页 |
| 3．2 Participants | 第25-26页 |
| 3．3 Materials | 第26-27页 |
| 3．3．1 The (NMET) Mid-term and Final Exam Achievement Lists | 第26-27页 |
| 3．3．2 The Questionnaire | 第27页 |
| 3．4 Procedures | 第27-28页 |
| 3．5 Data Collection and Analysis | 第28页 |
| 3．6 Results | 第28-31页 |
| 3．7 Discussion | 第31-33页 |
| 4 SUGGESTIONS ON TEACHING STUDENTS TO BE AUTONOMOUS LEARNERS | 第33-44页 |
| 4．1 Carrying Out Learner Strategy Training in Foreign Language Teaching | 第33-36页 |
| 4．1．1 The Goal of Strategy Training | 第33-34页 |
| 4．1．2 Integrating the Strategies-based Instruction with Language Tasks | 第34-36页 |
| 4．2 Changing the Role of Teachers in Strategy-based Instruction | 第36-38页 |
| 4．2．1 Teachers as Diagnosticians | 第36页 |
| 4．2．2 Teachers as Learner Trainers | 第36-37页 |
| 4．2．3 Teachers as Coaches | 第37-38页 |
| 4．2．4 Teachers as Coordinators | 第38页 |
| 4．3 Advocate the Task-based Teaching Mode, and Foster the Students' Comprehensive Language Use Ability． | 第38-39页 |
| 4．3．1 Tasks in Foreign Language Teaching | 第38-39页 |
| 4．3．2 Specific Activities | 第39页 |
| 4．4 Paying Close Attention to the Learners' Affect and Create a Relax,Democratic and Harmonious Context | 第39-42页 |
| 4．4．1 The Significance of Solving Affective Problems | 第40-41页 |
| 4．4．2 Suggestions for the Teachers | 第41-42页 |
| 4．5 Broaden the Students' Cultural Field of Version and Develop Their Sense and Ability of Intercultural Communication | 第42页 |
| 4．6 Utilizing Modern Teaching Techniques and Widen the Chance of Learning and Employing English for the Students | 第42-43页 |
| 4．7 Organize Kinds of Lively and Positive After-class Activities to Improve the English Learning | 第43-44页 |
| 5 CONCLUSION | 第44-46页 |
| 5．1 Conclusion of the Research | 第44-45页 |
| 5．2 Limitations of the Research and Suggestions for Further Study | 第45-46页 |
| REFERENCES | 第46-51页 |
