| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| 1. Introduction | 第11-17页 |
| ·The Rationale of the study | 第11-12页 |
| ·The Background Information of the Study | 第12-15页 |
| ·The Status quo of English Self-taught Education | 第12-13页 |
| ·The Characteristics of Self-taught English Majors | 第13-14页 |
| ·The Necessities of Applying Self-assessment to the Teaching of Self-taught English Students | 第14-15页 |
| ·Objectives and Significances of the Study | 第15-16页 |
| ·Organization of the Thesis | 第16-17页 |
| 2. Literature Review | 第17-37页 |
| ·The Overview of Self-assessment | 第17-23页 |
| ·The Definition of Self-assessment | 第17-18页 |
| ·Features and Functions of Self-assessment | 第18-19页 |
| ·Validity and Reliability of Self-assessment | 第19-21页 |
| ·Previous Study on Self-assessment both at Home and Abroad | 第21-23页 |
| ·The Theoretical Basis for Self-assessment | 第23-28页 |
| ·Metacogition | 第23-24页 |
| ·Cognitive learning theories | 第24-25页 |
| ·Constructivism | 第25-26页 |
| ·Humanistic Psychology | 第26-28页 |
| ·The Relationship among Formative Assessment, Summative Assessment and Self-assessment | 第28-30页 |
| ·The Relationship between Formative Assessment and Self-assessment | 第28页 |
| ·The Relationship between Summative Assessment and Self-assessment | 第28-30页 |
| ·A Brief Survey of Reading | 第30-37页 |
| ·Reading Comprehension | 第30-31页 |
| ·Reading Strategies | 第31-33页 |
| ·Three Models of Reading | 第33-37页 |
| 3. Research Design | 第37-44页 |
| ·Research Purpose & Research Questions | 第37页 |
| ·Subjects | 第37页 |
| ·Instruments | 第37-39页 |
| ·Data Collection | 第39-40页 |
| ·Research Methods, Procedures and Analysis | 第40-44页 |
| ·Methods | 第40页 |
| ·Procedures | 第40-42页 |
| ·Data Analysis | 第42-44页 |
| 4. Results and Discussion | 第44-52页 |
| ·The Effectiveness of Self-assessment to Improve Self-taught Learners’ Learning Strategies | 第44-47页 |
| ·Results of the Effectiveness of Self-assessment to Improve Self-taught Learners’Learning Strategies | 第44-46页 |
| ·Discussions of the Effectiveness of Self-assessment to Improve Self-taught Learners’ Learning Strategies | 第46-47页 |
| ·The Significant Difference in respect of English Reading Ability between the One Class Applying Self-assessment and Another One Not Applying | 第47-49页 |
| ·Results of Significant Difference in respect of English Reading Ability between the Two Classes | 第47-48页 |
| ·Discussions of Significant Difference in respect of English Reading Ability between the Two Classes | 第48-49页 |
| ·Self-taught Learners’ Attitude to the Application of Self-assessment to English Reading. | 第49-52页 |
| ·Results of Self-taught Learners’ Attitude to the Application of Self-assessment to English Reading | 第49-51页 |
| ·Discussions of Self-taught Learners’ Attitude to the Application of Self-assessment to English Reading | 第51-52页 |
| 5. Conclusion | 第52-55页 |
| ·Major Findings | 第52-53页 |
| ·Implication of the Study | 第53-54页 |
| ·Limitations of the Thesis and Suggestions for Further Study | 第54-55页 |
| References | 第55-58页 |
| Appendix A | 第58-59页 |
| Appendix B | 第59-60页 |
| Appendix C | 第60-61页 |
| Appendix D | 第61-62页 |
| Appendix E | 第62-67页 |
| Appendix F | 第67-72页 |
| Acknowledgements | 第72-73页 |
