| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| 1. Introduction | 第12-15页 |
| 1.1 Research background | 第12-13页 |
| 1.2 Research significance | 第13页 |
| 1.3 Research purpose and research questions | 第13页 |
| 1.4 Structure of the dissertation | 第13-15页 |
| 2. Literature Review | 第15-25页 |
| 2.1 L2 learning motivation | 第15-18页 |
| 2.1.1 Definitions of L2 learning motivation | 第15-16页 |
| 2.1.2 Classifications of L2 learning motivation | 第16-17页 |
| 2.1.3 The dynamic nature of L2 learning motivation | 第17-18页 |
| 2.2 Motivational regulation strategies | 第18-23页 |
| 2.2.1 Definitions of motivational regulation | 第18-19页 |
| 2.2.2 Relevant studies on motivational regulation strategies | 第19-23页 |
| 2.2.2.1 Types of motivational regulation strategies | 第19-21页 |
| 2.2.2.2 Frequency of different motivational regulation strategies | 第21-22页 |
| 2.2.2.3 Correlations with cognitive and metacognitive strategies,and performance | 第22页 |
| 2.2.2.4 Learner differences in the use of motivational regulation strategies | 第22-23页 |
| 2.3 Summary | 第23-25页 |
| 3. Research Design | 第25-29页 |
| 3.1 Research context | 第25页 |
| 3.2 Participants | 第25页 |
| 3.3 Research instruments | 第25-27页 |
| 3.3.1 The questionnaire | 第26页 |
| 3.3.2 The interview | 第26-27页 |
| 3.4 Data collection and analysis | 第27-29页 |
| 3.4.1 Collection and analyses of the questionnaire data | 第27-28页 |
| 3.4.2 Collection and analysis of the interview data | 第28-29页 |
| 4. Results and Discussion | 第29-56页 |
| 4.1 Results | 第29-48页 |
| 4.1.1 The attitude of non-English postgraduates towards motivational regulation | 第29-30页 |
| 4.1.2 Types of motivational regulation strategies | 第30-34页 |
| 4.1.3 Frequencies of motivational regulation strategies | 第34-38页 |
| 4.1.4 Learner differences in the use of motivational regulation strategies in terms of gender,specialty and grade | 第38-48页 |
| 4.2 Discussion | 第48-56页 |
| 4.2.1 A wide variety of motivational regulation strategies | 第49-50页 |
| 4.2.2 Infrequent overall use of motivational regulation strategies | 第50页 |
| 4.2.3 Unequal use of the ten motivational regulation strategies | 第50-53页 |
| 4.2.3.1 The three strategies highly frequently used | 第50-52页 |
| 4.2.3.2 The one strategy least frequently used | 第52页 |
| 4.2.3.3 The mean differences across the ten motivational regulation strategies | 第52-53页 |
| 4.2.4 Insignificant difference in using motivational regulation strategies regarding gender,specialty and grade | 第53-56页 |
| 5. Conclusions | 第56-60页 |
| 5.1 Summary of findings | 第56-57页 |
| 5.2 Implications | 第57-58页 |
| 5.3 Limitations | 第58-60页 |
| Bibliography | 第60-64页 |
| Appendix One | 第64-66页 |
| Appendix Two | 第66-67页 |
| Publications during the Postgraduate Program | 第67页 |
