| 内容提要 | 第1-5页 |
| ABSTRACT | 第5-10页 |
| CHAPTER 1. INTRODUCTION | 第10-14页 |
| ·Background of the Study on Language Learning Strategies | 第10-12页 |
| ·Significance of the Study | 第12页 |
| ·Purpose of the Study | 第12-13页 |
| ·Overall Structure of the Study | 第13-14页 |
| CHAPTER 2. LITERATURE REVIEW | 第14-33页 |
| ·Overview of Language Learning Strategy Research | 第14-17页 |
| ·Researches Abroad | 第14-16页 |
| ·Researches in China | 第16-17页 |
| ·Definitions of Language Learning Strategies | 第17-19页 |
| ·Classifications of Language Learning Strategies | 第19-25页 |
| ·Bialystok’s Classification of Language Learning Strategies | 第19-21页 |
| ·Formal and Functional Practicing | 第19-20页 |
| ·Monitoring and Inferencing | 第20-21页 |
| ·O'Malley and Chamot’s Classification of Language Learning Strategies | 第21-22页 |
| ·Metacognitive Strategies | 第21页 |
| ·Cognitive Strategies | 第21-22页 |
| ·Social/affective Strategies | 第22页 |
| ·Oxford's Classification of Language Learning Strategies | 第22-25页 |
| ·M emory Strategies | 第23页 |
| ·Cognitive Strategies | 第23页 |
| ·Compensation Strategies | 第23页 |
| ·Metacognitive Strategies | 第23-24页 |
| ·Affective Strategies | 第24页 |
| ·Social Strategies | 第24-25页 |
| ·Characteristics of Language Learning Strategies | 第25-26页 |
| ·Importance of Language Learning Strategies | 第26-27页 |
| ·Previous Studies on the Relationship between Strategy Use and Proficiency | 第27-31页 |
| ·Bialystok’s Study | 第28页 |
| ·Politzer and McGroarty’s Study | 第28-29页 |
| ·Huang and Van Naerssen’s Study | 第29页 |
| ·Padron and Waxman’s Study | 第29页 |
| ·Abraham and Vann’s Study | 第29-30页 |
| ·Green and Oxford’s Study | 第30-31页 |
| ·Effects of Gender | 第31页 |
| ·Summary | 第31-33页 |
| CHAPTER 3. METHODOLOGY | 第33-42页 |
| ·Research Questions | 第33页 |
| ·Participants | 第33-37页 |
| ·General Description of the Participants | 第33-34页 |
| ·Detailed Description of the Participants | 第34-37页 |
| ·Major Description | 第34-35页 |
| ·Place Description | 第35-36页 |
| ·Gender Description | 第36页 |
| ·Score Description | 第36-37页 |
| ·Questionnaire | 第37-40页 |
| ·The Revised Strategy Inventory for Language Learning | 第38-39页 |
| ·Structure and Content of the Revised SILL | 第38-39页 |
| ·Validity and Reliability of the Revised SILL | 第39页 |
| ·The College English Test Band 4 | 第39-40页 |
| ·Data Collection Procedure | 第40页 |
| ·Data Analysis | 第40-42页 |
| CHPATER 4. RESULTS | 第42-56页 |
| ·Introduction | 第42页 |
| ·General Description of the Results | 第42-44页 |
| ·Results by Research Questions | 第44-50页 |
| ·Answer to Question 1 | 第44-45页 |
| ·Answer to Question 2 | 第45-46页 |
| ·Answer to Question 3 | 第46-47页 |
| ·Answer to Question 4 | 第47-48页 |
| ·Answer to an Additional Question | 第48-50页 |
| ·Individual Strategy Items and Proficiency Level | 第50-56页 |
| ·Strategies Varying Significantly by Proficiency Level | 第51-54页 |
| ·Strategies Not Varying Significantly by Proficiency Level | 第54-56页 |
| CHAPTER 5. DISCUSSION | 第56-64页 |
| ·Discussion of Results in General | 第56-57页 |
| ·Discussion by Research Questions | 第57-62页 |
| ·Research Question 1 | 第57-58页 |
| ·Research Question 2 | 第58-59页 |
| ·Research Question 3 | 第59-61页 |
| ·Research Question 4 | 第61-62页 |
| ·Discussion on Individual Strategy Items | 第62-63页 |
| ·Summary | 第63-64页 |
| CHAPTER 6. CONCLUSIONS | 第64-70页 |
| ·Major Findings | 第64-65页 |
| ·Implications | 第65-69页 |
| ·Language Learning Strategy Training | 第65-66页 |
| ·Teacher's Role in Strategy Training | 第66-69页 |
| ·Knowing about Students | 第67页 |
| ·Analyzing Teaching Materials | 第67-68页 |
| ·Studying Teaching Methods | 第68页 |
| ·Providing Students with Opportunities for LLS Practice | 第68-69页 |
| ·Limitations of the Study and Proposals for Further Research | 第69-70页 |
| BIBLIOGRAPHY | 第70-75页 |
| APPENDIXES | 第75-86页 |
| Appendix A Questionnaire | 第75-78页 |
| Appendix B The frequency use of 50 revised SILL items in descending order | 第78-80页 |
| Appendix C Correlation between CET-4 scores and individual strategy items | 第80-84页 |
| Appendix D Differences between high and low students in the use of individual strategy items | 第84-86页 |
