| ACKNOWLEDGEMENTS | 第1-6页 |
| ABSTRACT | 第6-8页 |
| 摘要 | 第8-15页 |
| Chapter One INTRODUCTION | 第15-20页 |
| ·Background of the Study | 第15-17页 |
| ·Purpose of the Study | 第17-19页 |
| ·Organization of the Thesis | 第19-20页 |
| Chapter Two LITERATURE REVIEW | 第20-39页 |
| ·Key Concepts | 第20-35页 |
| ·Motivation in L2 learning | 第20-29页 |
| ·Metacognitive strategies | 第29-35页 |
| ·Related Empirical Studies | 第35-38页 |
| ·Studies on motivation and proficiency | 第35-36页 |
| ·Studies on motivation and metacognitive strategies | 第36-37页 |
| ·Studies on metacognitive strategies and proficiency | 第37-38页 |
| ·Summary | 第38-39页 |
| Chapter Three METHODOLOGY | 第39-44页 |
| ·Research Questions | 第39页 |
| ·Subjects | 第39-40页 |
| ·Instruments | 第40-42页 |
| ·Data Collection | 第42-43页 |
| ·Data Analysis | 第43-44页 |
| Chapter Four RESULTS AND DISCUSSION | 第44-64页 |
| ·Motivation Orientations, Metacognitive Listening Strategies and Listeni Proficiency | 第44-53页 |
| ·Motivation orientations | 第44-49页 |
| ·Metacognitive listening strategies | 第49-52页 |
| ·Listening proficiency | 第52-53页 |
| ·Interrelationships among Motivation Orientations, Metacognitive Listeni Strategies, and Listening Proficiency | 第53-61页 |
| ·Correlations between motivation orientations and listening proficiency | 第53-54页 |
| ·Correlations between motivation orientations and metacognitive listeni strategies | 第54-58页 |
| ·Correlations between metacognitive listening strategies and listeni proficiency | 第58-61页 |
| ·Analysis of Interview Data | 第61-64页 |
| Chapter Five CONCLUSION | 第64-70页 |
| ·Major Findings | 第64-65页 |
| ·Findings related to motivation orientations of non-English major undergraduates | 第64页 |
| ·Findings related to metacognitive listening strategies of non-English major undergraduates | 第64-65页 |
| ·Findings related to the interrelationships among motivation orientations,metacognitive listening strategies, and listening proficiency of non-English major undergraduates | 第65页 |
| ·Implications | 第65-68页 |
| ·Facilitating strong motivation of non-English major undergraduates | 第65-66页 |
| ·Metacognitive strategy instruction for non-English major undergraduates | 第66-67页 |
| ·Strong motivation and metacognitive strategy instruction and in listening proficiency of non-English major undergraduates | 第67-68页 |
| ·Limitations of the Study | 第68页 |
| ·Suggestions for Future Research | 第68-70页 |
| REFERENCES | 第70-81页 |
| Appendix Ⅰ | 第81-86页 |
| Appendix Ⅱ | 第86-90页 |
