| Acknowledgements | 第3-4页 |
| Abstract | 第4页 |
| 内容摘要 | 第5-10页 |
| Chapter 1 Introduction | 第10-14页 |
| 1.1 Purpose of this thesis | 第10-12页 |
| 1.2 Brief introduction of the experiment | 第12-13页 |
| 1.3 Organization of the thesis | 第13-14页 |
| Chapter 2 Theoretical foundations of the study | 第14-33页 |
| 2.1 Current research in this field | 第14-15页 |
| 2.2 Learner autonomy | 第15-18页 |
| 2.2.1 Definition of autonomy in language learning | 第16页 |
| 2.2.2 Characteristics of autonomous learners | 第16-17页 |
| 2.2.3 Teachers’ and learners’ role | 第17页 |
| 2.2.4 The degree of learner autonomy | 第17-18页 |
| 2.3 Affect in language learning | 第18-24页 |
| 2.3.1 Definition of affect and the relationship between language1 earning and affect | 第18-20页 |
| 2.3.2 Motivation and foreign language learning | 第20-21页 |
| 2.3.3 Self-esteem and language learning | 第21-23页 |
| 2.3.4 Motivation, self-esteem and interest | 第23-24页 |
| 2.4 Classroom teaching and its role in the whole process of foreign1 anguage learning | 第24-26页 |
| 2.4.1 A distinction between English as a second language and foreign language | 第24页 |
| 2.4.2 Classroom teaching and its roles | 第24-26页 |
| 2.5 Learning strategy and strategy training | 第26-32页 |
| 2.5.1 Definition of language learning strategy | 第26-27页 |
| 2.5.2 Classification of language learning strategy | 第27-29页 |
| 2.5.2.1 Metacognitive strategies | 第27-28页 |
| 2.5.2.2 Cognitive strategies | 第28页 |
| 2.5.2.3 Social/affective strategies | 第28-29页 |
| 2.5.2.4 Relationship among metacognitive, cognitive and social/affectivestrategies | 第29页 |
| 2.5.3 The role of learning strategy in L2 acquisition/EFL learning | 第29-30页 |
| 2.5.4 Relationship between learner autonomy and learning strategy | 第30页 |
| 2.5.5 Learning strategy training. | 第30-32页 |
| 2.6 Conclusion | 第32-33页 |
| Chapter 3 The experiment | 第33-57页 |
| 3.1 A brief introduction of the experiment | 第33-35页 |
| 3.1.1 Subjects of the experiment | 第33页 |
| 3.1.2 Class time arrangement | 第33-34页 |
| 3.1.3 Time span for the experiment | 第34页 |
| 3.1.4 Basic design and process arrangement of the experiment | 第34-35页 |
| 3.2 Description of Stage 1: raising learners’ interest in English learning | 第35-44页 |
| 3.2.1 Objective of this stage | 第35页 |
| 3.2.2 The theoretical foundation of stage 1 | 第35-36页 |
| 3.2.3 A description of stage 1 | 第36-44页 |
| 3.3 A description of Stage 2 | 第44-48页 |
| 3.3.1 What did we do specifically in Stage 2? | 第44-48页 |
| 3.4 Stage 3: learning strategy training | 第48-57页 |
| 3.4.1 A research into the current use of learning strategies of the subjects | 第49-51页 |
| 3.4.2 Learning strategy training | 第51-57页 |
| Chapter 4 Evaluation of the whole experiment | 第57-74页 |
| 4.0 Introduction | 第57页 |
| 4.1 Means of evaluation | 第57-59页 |
| 4.1.1 English Evening performed by the students | 第57-58页 |
| 4.1.2 Questionnaire and interviews for students | 第58页 |
| 4.1.3 Questionnaires and interviews for teachers in the target school | 第58页 |
| 4.1.4 Questionnaires and interviews for students’ parents | 第58-59页 |
| 4.2 Preliminary achievements | 第59-74页 |
| 4.2.1 Students’ increasing interest in learning English | 第59-63页 |
| 4.2.2 The change of learning motivation | 第63页 |
| 4.2.3 Prominent change of self-confidence | 第63-65页 |
| 4.2.4 Students’ spiritual development | 第65-66页 |
| 4.2.5 Students’ noticeable improvement in the comprehensive ability of listening,speaking, reading and writing | 第66-70页 |
| 4.2.6 Autonomous learning ability | 第70-71页 |
| 4.2.7 Approval and thanks from parents | 第71-74页 |
| Chapter 5 Conclusion | 第74-84页 |
| 5.0 Introduction | 第74页 |
| 5.1 Insights and lessons acquired from this experiment | 第74-82页 |
| 5.1.1 The key of teachers in a foreign language teaching reform | 第74-75页 |
| 5.1.2 Students’ potential can be better excavated once their enthusiasm in learningis aroused | 第75-76页 |
| 5.1.3 How should an experimental class like this be better formed? What kind ofteacher is the most suitable one to carry out the experiment? How longshould the experiment last? | 第76-77页 |
| 5.1.4 The importance of good communication among different sides | 第77-78页 |
| 5.1.5 What are the most destructive and negative factors to our experiment? | 第78-80页 |
| 5.1.6 A comprehensive solution is needed to help poor learners | 第80-82页 |
| 5.2 Summary and conclusion | 第82-84页 |
| Appendix 1 | 第84-87页 |
| Appendix 2 | 第87-88页 |
| Appendix 3 | 第88-89页 |
| Appendix 4 | 第89-91页 |
| Bibliography | 第91-95页 |
