| Acknowledgement | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| 1. Introduction | 第11-14页 |
| 1.1. Research background | 第11-12页 |
| 1.2. Significance of the research | 第12-13页 |
| 1.3. Organization of the thesis | 第13-14页 |
| 2. Literature Review | 第14-26页 |
| 2.1. Theories on learning strategies | 第14-19页 |
| 2.1.1. Definition | 第14-16页 |
| 2.1.2. Categorization | 第16-19页 |
| 2.2. Research on learning strategy | 第19-26页 |
| 2.2.1. The empirical studies related to learning strategy | 第19-21页 |
| 2.2.2. The research on differences in learning strategy use by high proficiencystudents and low proficiency students | 第21-23页 |
| 2.2.3. Research on gender differences | 第23-26页 |
| 3. Research Methodology | 第26-32页 |
| 3.1. Research design | 第26-27页 |
| 3.2. Research questions | 第27页 |
| 3.3. Subjects | 第27-28页 |
| 3.4. Instrument | 第28-29页 |
| 3.5. Procedures of data collection and data analysis | 第29-32页 |
| 4. Results | 第32-46页 |
| 4.1. Reliability test | 第32页 |
| 4.2. English proficiency of the students | 第32-35页 |
| 4.3. Overall learning strategy use | 第35-38页 |
| 4.4. Differences in learning strategy use according to students' language level | 第38-42页 |
| 4.5. Differences in learning strategy use according to students' gender | 第42-46页 |
| 5. Discussion | 第46-56页 |
| 5.1. Overall learning strategy use | 第46-49页 |
| 5.2. Differences in learning strategy use according to students' language level | 第49-53页 |
| 5.3. Differences in learning strategy use according to students' gender | 第53-56页 |
| 6. Conclusion | 第56-60页 |
| 6.1. Major findings | 第56-57页 |
| 6.2. Pedagogical implications | 第57-59页 |
| 6.3. Limitations and recommendations | 第59-60页 |
| Bibliography | 第60-64页 |
| Appendix | 第64-66页 |
