| Abstract | 第1-6页 |
| Author's acknowledgements | 第6-7页 |
| Table of contents | 第7-9页 |
| INTRODUCTION | 第9-10页 |
| CHAPTER 1 THE REVIEW OF LEARNER AUTONOMY IN SECOND/FOREIGN LANGUAGE LEARNING | 第10-31页 |
| ·The origin of learner autonomy | 第10-12页 |
| ·The definition of learner autonomy | 第12-18页 |
| ·Definitions given by researchers | 第12-14页 |
| ·Conclusion on the definition of learner autonomy | 第14-18页 |
| ·Learner autonomy is a capacity | 第14-15页 |
| ·Learner autonomy means that the locus of control is with the learner | 第15页 |
| ·Leaner autonomy denotes being free from external control | 第15-16页 |
| ·Learner autonomy is not isolation | 第16-17页 |
| ·Learner autonomy is not decided by culture contexts | 第17-18页 |
| ·The justifications for learner autonomy | 第18-25页 |
| ·Denouncing the rationale of behaviorism | 第18-19页 |
| ·Conforming to the humanistic trend | 第19-21页 |
| ·Adapting to learners' individual differences | 第21-23页 |
| ·Serving as a goal of education | 第23-25页 |
| ·A pedagical goal in language learning and teaching | 第23-24页 |
| ·A requirement of life-long education | 第24页 |
| ·The fundamental goal of modern education | 第24-25页 |
| ·The means of fostering learner autonomy | 第25-30页 |
| ·Converting learners' beliefs and attitudes | 第25-26页 |
| ·Redefining the roles of learner, teacher and peer | 第26-27页 |
| ·Designing appropriate material | 第27页 |
| ·Establishing self-access centers | 第27-29页 |
| ·Developing learning strategies | 第29-30页 |
| ·Summary | 第30-31页 |
| CHAPTER 2 INCREASING LEARNER MOTIVATION TO ENHANCE LEARNER AUTONOMY | 第31-48页 |
| ·Conceptualisations of motivation in mainstream psychology | 第31-32页 |
| ·Major models of motivation in L2 learning | 第32-34页 |
| ·Integrative motivation vs. instrumental motivation | 第32-33页 |
| ·The concept of linguistic seff-confidence | 第33-34页 |
| ·Self-determination theory | 第34页 |
| ·The correlation between autonomy and motivation | 第34-41页 |
| ·Autonomy leads to enhanced motivation | 第34-37页 |
| ·Self-determination theory | 第35-36页 |
| ·Attribution theory | 第36-37页 |
| ·Motivation may precede autonomy | 第37-40页 |
| ·The precedence of motivation over successful learning | 第37-38页 |
| ·Littlewood's framework of autonomy | 第38页 |
| ·Self-efficacy and effort in attribution theory | 第38-39页 |
| ·Empirical evidence | 第39-40页 |
| ·Summary | 第40-41页 |
| ·The techniques of promoting learner motivation in L2 learning | 第41-47页 |
| ·Summary | 第47-48页 |
| CHAPTER 3 DEVELOPING METACOGNITION TO ENHANCE LEARNER AUTONOMY | 第48-63页 |
| ·The definition of metacognition | 第48-50页 |
| ·Metacognitive strategies in language learning | 第50-51页 |
| ·The link between learner autonomy and metacognition | 第51-54页 |
| ·Metacognitive knowledge and learner autonomy | 第51-52页 |
| ·Metacognitive strategies and learner autonomy | 第52-54页 |
| ·Developing metacognition to enhance autonomy | 第54-62页 |
| ·Enriching learners' metacognitive knowledge of language learning | 第54-57页 |
| ·Developing learners' metacognitive strategies of language learning | 第57-62页 |
| ·Summary | 第62-63页 |
| CONCLUSION | 第63-65页 |
| BIBLIOGRAPHY | 第65-66页 |
