| Acknowledgements | 第1-4页 |
| Abstract in English | 第4-6页 |
| Abstract in Chinese | 第6-10页 |
| Introduction | 第10-14页 |
| Chapter Ⅰ A General Introduction to Learning Strategies | 第14-24页 |
| 1．1 Definition of learning strategies | 第14-16页 |
| 1．2 Classification of learning strategies | 第16-18页 |
| 1．2．1 Concerning the reception-production model of learning | 第16-17页 |
| 1．2．2 Concerning the information-processing model of learning | 第17页 |
| 1．2．3 Concerning the effect of learning strategies | 第17-18页 |
| 1．3 Characteristics of learning strategies | 第18-21页 |
| 1．3．1 Learning-oriented | 第18-19页 |
| 1．3．2 Problem-oriented | 第19页 |
| 1．3．3 Action-based | 第19-20页 |
| 1．3．4 Conscious and subconscious | 第20页 |
| 1．3．5 Observable and less observable | 第20页 |
| 1．3．6 Direct effect and indirect support | 第20-21页 |
| 1．4 Methods used to investigate learning strategies | 第21-24页 |
| 1．4．1 Observation | 第21页 |
| 1．4．2 Structured interviews and written questionnaires | 第21-22页 |
| 1．4．3 Diary studies | 第22页 |
| 1．4．4 Verbal report | 第22-24页 |
| Chapter Ⅱ Learning Strategies | 第24-36页 |
| 2．1 Direct strategies | 第24-30页 |
| 2．1．1 Memory strategies | 第24-27页 |
| 2．1．2 Cognitive strategies | 第27-29页 |
| 2．1．3 Compensation strategies | 第29-30页 |
| 2．2 Indirect strategies | 第30-36页 |
| 2．2．1 Metacognitive strategies | 第30-32页 |
| 2．2．2 Affective strategies | 第32-34页 |
| 2．2．3 Social strategies | 第34-36页 |
| Chapter Ⅲ Two Hypotheses and the Investigation of Learning Strategies of College Students in China | 第36-50页 |
| 3．1 The ”good language learner” studies | 第36-39页 |
| 3．2 Two hypotheses | 第39-40页 |
| 3．3 Methods of research | 第40-50页 |
| 3．3．1 Objective | 第40页 |
| 3．3．2 Subjects | 第40页 |
| 3．3．3 Methodology | 第40-41页 |
| 3．3．4 Processing the data | 第41-43页 |
| 3．3．5 Analyzing the data | 第43-44页 |
| 3．3．6 Discussion | 第44-50页 |
| Chapter Ⅳ Strategy Training | 第50-60页 |
| 4．1 Goals of strategy training | 第50-51页 |
| 4．1．1 Explicitly teaching students | 第50-51页 |
| 4．1．2 Promoting learner autonomy and self-direction | 第51页 |
| 4．2 Three approaches to strategy training | 第51-53页 |
| 4．2．1 A prescriptive strategy training | 第52页 |
| 4．2．2 A descriptive strategy training | 第52-53页 |
| 4．2．3 A task-based strategy training | 第53页 |
| 4．3 A model for strategy training | 第53-56页 |
| 4．3．1 Determining the learners' needs and the time available for training | 第54页 |
| 4．3．2 Selecting the appropriate strategies | 第54-55页 |
| 4．3．3 Considering the integrated strategy training | 第55页 |
| 4．3．4 Considering motivational issues | 第55页 |
| 4．3．5 Preparing materials and activities | 第55页 |
| 4．3．6 Conducting explicit strategy training | 第55-56页 |
| 4．3．7 Evaluating strategy training | 第56页 |
| 4．3．8 Revising strategy training | 第56页 |
| 4．4 New roles for teachers in strategy training | 第56-59页 |
| 4．4．1 Teachers as diagnosticians | 第57页 |
| 4．4．2 Teachers as trainers | 第57页 |
| 4．4．3 Teachers as coaches | 第57-58页 |
| 4．4．4 Teachers as coordinators | 第58页 |
| 4．4．5 Teachers as language learners | 第58页 |
| 4．4．6 Teachers as researchers | 第58-59页 |
| 4．5 Summary | 第59-60页 |
| Chapter Ⅴ Conclusion | 第60-63页 |
| 5．1 Further consideration about learning strategy training | 第60-61页 |
| 5．1．1 Communicative competence as one of the main goals | 第61页 |
| 5．1．2 Strategy training in other courses | 第61页 |
| 5．2 The prospect of leaning strategy study | 第61-63页 |
| Appendix: Strategy Inventory for Language Learning （SILL） Version 7．0 | 第63-66页 |
| Bibligraphy | 第66-68页 |
