| Introduction | 第1-9页 |
| Chapter one: A Review of the Development of CS Theories | 第9-32页 |
| 1．1 Historical Outline of CS Research | 第9-11页 |
| 1．2 Three Major Approaches to Defining and Classifying CSs | 第11-32页 |
| 1．2．1 Tarone and Interactional Approach | 第11-16页 |
| 1．2．2 Faerch & Kasper and Psycholinguistic Approach | 第16-23页 |
| 1．2．3 The Nijmegen Group and the Compensatory Strategies | 第23-29页 |
| 1．2．4 A Summary of Differences among the Three Approaches | 第29-32页 |
| Chapter two: Major Issues in CS Research | 第32-43页 |
| 2．1 The Non-uniqueness of Communication Strategies | 第32-34页 |
| 2．2 Strategic Competence and Communication Strategies | 第34-36页 |
| 2．3 Teaching of Communication Strategies:for or against | 第36-40页 |
| 2．4 CS and Second/Foreign Language Acquisition/Learning | 第40-43页 |
| Chapter three: A Research on the Use of CSs by Chinese EFL Learners | 第43-71页 |
| 3．1 Introduction | 第43页 |
| 3．2 Review of Related Researches | 第43-48页 |
| 3．2．1 Paribakht's research into strategic competence and language proficiency | 第43-44页 |
| 3．2．2 The Nijmegen project | 第44-46页 |
| 3．2．3 Chen's study into Chinese EFL learners' use of CSs | 第46-48页 |
| 3．2．4 The present study | 第48页 |
| 3．3 Method | 第48-52页 |
| 3．3．1 Subjects | 第48-49页 |
| 3．3．2 Tasks and procedures | 第49-51页 |
| 3．3．3 Identification and classification of CSs | 第51-52页 |
| 3．4 Analysis and Results | 第52-57页 |
| 3．5 Discussion | 第57-66页 |
| 3．5．1 Use of repetition strategies | 第57-58页 |
| 3．5．2 Use of paralinguistic strategies | 第58-59页 |
| 3．5．3 Use of L1- based strategies | 第59-62页 |
| 3．5．4 Other important findings in task1 | 第62-63页 |
| 3．5．5． Other important findings in task2 | 第63-66页 |
| 3．6 Conclusion | 第66-71页 |
| 3．6．1 Summary of major findings | 第66-67页 |
| 3．6．2 Pedagogical implications | 第67-68页 |
| 3．6．3 Limitations of the study and suggestions for further studies | 第68-71页 |
| Conclusion | 第71-73页 |
| Bibliography | 第73-78页 |
