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 |