| 中文摘要 | 第1-5页 |
| Abstract | 第5-7页 |
| Contents | 第7-10页 |
| Chapter 1 Introduction | 第10-13页 |
| ·Background of the study | 第10-11页 |
| ·Significance of the study | 第11-12页 |
| ·Structure of the thesis | 第12-13页 |
| Chapter 2 Literature Review | 第13-27页 |
| ·Definitions and classifications of reading strategy | 第13-19页 |
| ·Definitions of reading strategy | 第13-17页 |
| ·Classifications of reading strategy | 第17-19页 |
| ·Researches on language reading strategy abroad | 第19-23页 |
| ·Researches on language reading strategy in China | 第23-27页 |
| Chapter 3 Methodology | 第27-31页 |
| ·Purposes of the study | 第27-28页 |
| ·Subjects | 第28页 |
| ·Instruments | 第28-30页 |
| ·Procedures | 第30-31页 |
| Chapter 4 Results and Discussions | 第31-46页 |
| ·Overall use of English reading strategy | 第31-36页 |
| ·Overall use of metacognitive strategy | 第34-35页 |
| ·Overall use of cognitive strategy | 第35页 |
| ·Overall use of social/affective strategy | 第35-36页 |
| ·Gender and English reading strategy use | 第36-39页 |
| ·Metacognitive strategy between male and female students | 第37-38页 |
| ·Cognitive strategy between male and female students | 第38-39页 |
| ·Social/affective strwategy between male and female students | 第39页 |
| ·Performance and English reading strategy use | 第39-46页 |
| ·Metacognitive strategy between high-proficiency and low-proficiency group | 第41-42页 |
| ·Cognitive strategy between high-proficiency and low-proficiency group. | 第42-44页 |
| ·Social/affective strategy between high-proficiency and low-proficiency group | 第44-46页 |
| Chapter 5 Conclusion | 第46-52页 |
| ·Major findings | 第46-47页 |
| ·Implications | 第47-51页 |
| ·Limitations | 第51页 |
| ·Suggestions | 第51-52页 |
| Appendix | 第52-55页 |
| References | 第55-60页 |
| Publications during the Postgraduate Program | 第60-61页 |
| Acknowledgements | 第61-62页 |
