摘要 | 第1-6页 |
ABSTRACT | 第6-10页 |
Chapter 1 Introduction | 第10-25页 |
·Research background | 第10-11页 |
·Literature review | 第11-23页 |
·Definition of learner autonomy | 第11-14页 |
·Other terms concerning learner autonomy | 第14-15页 |
·Degrees of learner autonomy | 第15-17页 |
·Key factors affecting learner autonomy | 第17-20页 |
·Summary of some attention-deserving points concerning learner autonomy | 第20-21页 |
·Previous researches on learner autonomy | 第21-23页 |
·Significance and purpose of present study | 第23-24页 |
·Overview of the thesis | 第24-25页 |
Chapter 2 Empirical Study | 第25-31页 |
·Research questions | 第25-26页 |
·Quantitative research design | 第26-29页 |
·Subjects | 第26页 |
·Instrument | 第26-28页 |
·Procedure and data collection | 第28-29页 |
·Data analysis | 第29页 |
·Qualitative research design | 第29-31页 |
·Subjects | 第29页 |
·Instrument | 第29-30页 |
·Data collection and analysis | 第30-31页 |
Chapter 3 Results and Analysis | 第31-53页 |
·English learning motivation | 第31-34页 |
·Understanding of the teaching purpose and requirements | 第34-37页 |
·Goal-setting and plan-making | 第37-39页 |
·Familiarity with learning strategies and strategy employment | 第39-43页 |
·Monitoring and evaluating the learning process | 第43-50页 |
·Evaluating the outcome of learning and taking remedying measures | 第50-51页 |
·The general picture of AEL | 第51-53页 |
Chapter 4 Conclusion | 第53-57页 |
·Major findings | 第53-54页 |
·Implications | 第54-56页 |
·Sustaining the undergraduates’further English learning motivation by cultivating them on setting higher goals for English learning | 第54页 |
·Enhancing student-centeredness in evaluation system by self-assessment, facilitating the shift from exam-oriented learning to autonomous leaning | 第54-55页 |
·Enabling students to take charge of their learning and improving their ability to learn autonomously by metacognitive strategies training | 第55-56页 |
·Limitations and further research | 第56-57页 |
Reference | 第57-59页 |
Appendix | 第59-62页 |
Abbreviation | 第62-63页 |
Acknowledgement | 第63-64页 |
作者简介 | 第64页 |