| Abstract | 第1-6页 |
| 中文摘要 | 第6-11页 |
| Chapter One Introduction | 第11-15页 |
| Chapter Two Literature Review | 第15-37页 |
| ·Learner Autonomy | 第15-24页 |
| ·Definition of Learner Autonomy | 第15-18页 |
| ·A Good Autonomous Learner | 第18页 |
| ·Factors Affecting Learner Autonomy | 第18-20页 |
| ·Motivation | 第18-19页 |
| ·Learning Strategies | 第19-20页 |
| ·Learning Styles | 第20页 |
| ·Three Major Versions of Learner Autonomy and Three Approaches to Language Learning | 第20-24页 |
| ·Technical Versions of Autonomy and Positivist Approach | 第21-22页 |
| ·Psychological Versions of Autonomy and Constructivist Approach | 第22-23页 |
| ·Political Versions of Autonomy and Critical Theory | 第23-24页 |
| ·Learning Styles | 第24-34页 |
| ·Definitions of Learning Styles,Cognitive Styles and Learning Strategies | 第24-28页 |
| ·Key Models of Learning Styles | 第28-32页 |
| ·Dunn and Dunn's Model | 第28-29页 |
| ·Tan Dingliang's Learning Style Model | 第29页 |
| ·David Kolb's Model | 第29-30页 |
| ·Oxford' Theory on Learning Style | 第30-31页 |
| ·Reid's Perceptual Learning Style Modality | 第31-32页 |
| ·Other Representative Theories of Learning Styles | 第32页 |
| ·Factors affecting learning styles | 第32-34页 |
| ·Personality | 第32-33页 |
| ·Gender | 第33页 |
| ·Age | 第33-34页 |
| ·Culture | 第34页 |
| ·Interrelationships of Autonomous Learning and Learning Styles | 第34-37页 |
| Chapter Three An Empirical Study | 第37-48页 |
| ·Purpose of the Study | 第37页 |
| ·Hypothesis | 第37-38页 |
| ·Subjects | 第38页 |
| ·Instruments | 第38-39页 |
| ·Procedures | 第39-41页 |
| ·Data Analysis | 第41-46页 |
| ·Results of the questionnaire on Students' Learning Style Preferences | 第41-44页 |
| ·Results of the Experiment | 第44-46页 |
| ·T-test for Scores in Entrance Exam to University | 第44-45页 |
| ·T-test for Scores in Test 1 and Test 2 | 第45-46页 |
| ·Findings | 第46-48页 |
| Chapter Four Implications for Language Teaching and Learning | 第48-67页 |
| ·Ways to Promote Learner Autonomy | 第49-57页 |
| ·Promoting Autonomous Learning by Strategy Training | 第49-53页 |
| ·Promoting Autonomous Learning by Cooperative Learning | 第53-57页 |
| ·Implications for Teachers | 第57-64页 |
| ·Instructions to Different Perceptual Learning Styles | 第58-60页 |
| ·Instructions to Visual Learners | 第58页 |
| ·Instructions to Individual Learners | 第58-59页 |
| ·Instructions to Learners Preferring Group Learning | 第59页 |
| ·Instructions to Tactile Learners | 第59页 |
| ·Instructions to Auditory Learners | 第59页 |
| ·Instructions to Kinesthetic Learners | 第59-60页 |
| ·Providing Supportive Environment for Learner Autonomy | 第60-62页 |
| ·Teacher's Role in Promoting Students' Autonomous Learning | 第62-64页 |
| ·The Teacher as a Controller | 第63页 |
| ·The Teacher as a Director | 第63页 |
| ·The Teacher as a Manager | 第63页 |
| ·The Teacher as a Facilitator | 第63-64页 |
| ·The Teacher as Resource | 第64页 |
| ·Implications for Curriculum Designers | 第64-67页 |
| Chapter Five Conclusion | 第67-69页 |
| ·Conclusion | 第67-68页 |
| ·Limitations | 第68-69页 |
| Bibliography | 第69-75页 |
| Appendix | 第75-78页 |
| Acknowledgements | 第78-79页 |
