| Acknowledgements | 第1-4页 |
| Abstract | 第4-5页 |
| Contents | 第5-8页 |
| Chapter 1 Introduction | 第8-13页 |
| ·Present situation of college English teaching and learning in China | 第8-9页 |
| ·The newly launched College English reform | 第9页 |
| ·Significance of self-regulated learning | 第9-10页 |
| ·Antecedent of self-regulated learning | 第10页 |
| ·The purpose of the thesis | 第10-11页 |
| ·The overview of the thesis | 第11-13页 |
| Chapter 2 Literature Review | 第13-36页 |
| ·An overview of self-regulated learning | 第13-24页 |
| ·Various definitions and interpretations of self-regulated learning | 第13-15页 |
| ·A three-layer model of SRL | 第15-20页 |
| ·Regulation of processing modes | 第15-17页 |
| ·Regulation of learning process | 第17-19页 |
| ·Regulation of the self | 第19-20页 |
| ·Self-regulated strategies | 第20-24页 |
| ·Cognitive learning strategies | 第21页 |
| ·Metacognitive learning strategies | 第21-22页 |
| ·Resource management strategies | 第22-24页 |
| ·Self-determination theory | 第24-33页 |
| ·A brief introduction to motivation | 第24-25页 |
| ·A self-determination approach to motivation | 第25-33页 |
| ·Intrinsic motivation | 第26页 |
| ·Facilitating intrinsic motivation | 第26-27页 |
| ·Extrinsic motivation and the internalization process | 第27-30页 |
| ·Integration of extrinsic motivation | 第30-31页 |
| ·Significance of the self-determination approach | 第31-33页 |
| ·Previous researches on the role of self-determination in self-regulatory learning behaviors | 第33-36页 |
| Chapter 3 The present study | 第36-42页 |
| ·Research design | 第36-41页 |
| ·Research questions | 第36页 |
| ·Subjects | 第36-37页 |
| ·Questionnaires | 第37-40页 |
| ·Interview | 第40-41页 |
| ·Data collection | 第41页 |
| ·Data analysis | 第41-42页 |
| Chapter 4 Findings and discussion | 第42-74页 |
| ·Comparison of motivational orientations between proficient learners and less proficient learners | 第42-45页 |
| ·Comparison of self-regulatory strategy use between proficient learners and less proficient learners | 第45-49页 |
| ·The result of correlation analysis | 第49-58页 |
| ·The relationship between overall motivation and strategy use | 第49-50页 |
| ·The relationship between AM, EM, IM and strategy use | 第50-51页 |
| ·The relationship between 7 motivation subdivisions and strategy use | 第51-53页 |
| ·The relationship between motivational orientaions and 11 strategy subdivisions | 第53-58页 |
| ·The result of regression analysis | 第58-67页 |
| ·The regression analysis of the data from Zhejiang University | 第58-62页 |
| ·The regression analysis of the data from Zhejiang University of Science & Technology | 第62-67页 |
| ·General discussion | 第67-74页 |
| ·Differences in motivational orientations between proficient and less proficient learners | 第67-68页 |
| ·Differences in strategy use between proficient and less proficient learners | 第68-69页 |
| ·Relationship between motivational orientations and strategy use | 第69-71页 |
| ·Facilitating self-determination so as to enhance self-regulatory ability | 第71-74页 |
| Chapter 5 Conclusions and pedagogical implications | 第74-79页 |
| ·Conclusions | 第74-75页 |
| ·Pedagogical implications | 第75-78页 |
| ·Limiations of the present study and suggestions for further research | 第78-79页 |
| References | 第79-84页 |
| Appendix Ⅰ The pilot study questionnaire | 第84-87页 |
| Appendix Ⅱ The final questionnaire | 第87-90页 |
| Appendix Ⅲ One-Sample T-Test results | 第90-92页 |
