| Acknowledgements | 第5-6页 |
| Abstract | 第6页 |
| Chapter 1 Introduction | 第7-11页 |
| 1．1 Significance of learner autonomy in EFL | 第7-8页 |
| 1．2 Learner autonomy in EFL in China's universities and the purpose of this study | 第8-9页 |
| 1．3 Overview of the thesis | 第9-11页 |
| Chapter 2 Learner Autonomy and Its Theoretical Background | 第11-40页 |
| 2．1 Definitions of learner autonomy | 第11-28页 |
| 2．1．1 Various definitions and interpretations of learner autonomy | 第11-19页 |
| 2．1．2 Similar terms concerning learner autonomy | 第19-24页 |
| 2．1．3 Misunderstandings of learner autonomy | 第24-28页 |
| 2．2 Historical background & rational of learner autonomy | 第28-35页 |
| 2．2．1 Development and historical background of learner autonomy | 第28-30页 |
| 2．2．2 Rational and theoretical background of learner autonomy | 第30-35页 |
| 2．2．2．1 Requirements set by present day education and society | 第30-31页 |
| 2．2．2．2 Constructivism & critical theory | 第31-32页 |
| 2．2．2．3 Humanistic psychology | 第32页 |
| 2．2．2．4 Individual differences concerning cognition and metacognition | 第32-35页 |
| 2．2．2．5 Pedagogical justifications | 第35页 |
| 2．3 Factors promoting learner autonomy | 第35-37页 |
| 2．4 Affective factors in language learning | 第37-40页 |
| 2．4．1 Motivation/attitudes | 第38页 |
| 2．4．2 Confidence | 第38-39页 |
| 2．4．3 Pressure | 第39-40页 |
| Chapter 3 Learner Autonomy in EFL in China | 第40-48页 |
| 3．1 Application of learner autonomy in different cultures | 第40-44页 |
| 3．1．1 Learner autonomy is not confined to Western contexts exclusively | 第40-41页 |
| 3．1．2 Degrees of learner autonomy | 第41-43页 |
| 3．1．3 Necessity and significance of the present study | 第43-44页 |
| 3．2 Characteristics of EFL in China | 第44-47页 |
| 3．2．1 Character and objective of college English | 第44-45页 |
| 3．2．2 Characteristics of Chinese university students | 第45-46页 |
| 3．2．3 Classroom teaching/learning context | 第46页 |
| 3．2．4 Materials | 第46-47页 |
| 3．3 A tentative framework of autonomy-promoting factors for EFL in China | 第47-48页 |
| Chapter 4 The Present Study Of Autonomous Competence of University Students in EFL in China (on China-specific degree of learner autonomy) | 第48-74页 |
| 4．1 Research design | 第48-50页 |
| 4．1．1 Research questions | 第48页 |
| 4．1．2 Subjects | 第48-49页 |
| 4．1．3 Questionnaire and the pilot study | 第49-50页 |
| 4．1．3．1 Questionnaire design | 第49-50页 |
| 4．1．3．2 The pilot study | 第50页 |
| 4．2 Data collection and analysis | 第50-51页 |
| 4．3 Major findings & discussions | 第51-74页 |
| 4．3．1 General autonomous competence of Chinese university students in EFL | 第52-68页 |
| 4．3．1．1 Motivation/attitudes | 第52-54页 |
| 4．3．1．2 Confidence (self-esteem) | 第54-55页 |
| 4．3．1．3 Pressure/stress | 第55-56页 |
| 4．3．1．4 Metacognitive strategies in planning of study | 第56-58页 |
| 4．3．1．5 Metacognitive strategies concerning managing of learning strategies | 第58-60页 |
| 4．3．1．6 Metacognitive strategies adopted in the learning process | 第60-61页 |
| 4．3．1．7 Metacognitive strategies concerning learning achievements/results | 第61-63页 |
| 4．3．1．8 Autonomous language learning behaviour | 第63-68页 |
| 4．3．2 A comparison among applications of metacognitive strategies in differents aspects of learning | 第68-70页 |
| 4．3．3 A comparison between applications of metacognitive strategies and autonomous language learning behaviour | 第70-71页 |
| 4．3．4 Influence of affective factors on autonomous competence | 第71-74页 |
| 4．3．4．1 Relationship between motivation and learner autonomy | 第71-72页 |
| 4．3．4．2 Relationship between confidence and autonomous learning | 第72-73页 |
| 4．3．4．3 Relationship between pressure (stress) and autonomous learning | 第73-74页 |
| Chapter 5 Conclusions and Pedagogical Implications | 第74-81页 |
| 5．1 Conclusions: a summary of the major findings of the present study | 第74-77页 |
| 5．1．1 General autonomous competence of university students in EFL in China | 第75-76页 |
| 5．1．1．1 Competence of autonomous learning in applications of metacognitive strategies | 第75-76页 |
| 5．1．1．2 Autonomous language learning behaviour | 第76页 |
| 5．1．2 A comparison of metacognitive strategies' applications in different aspects | 第76-77页 |
| 5．1．3 A comparison between adoptions of metacognitive strategies and autonomous language learning behaviour | 第77页 |
| 5．1．4 Relationship between affective factors and autonomous learning | 第77页 |
| 5．2 Pedagogical implications | 第77-79页 |
| 5．3 limitations and suggestions for further research | 第79-81页 |
| References | 第81-84页 |
| Appendix | 第84-86页 |
