| Acknowledgements | 第1-4页 |
| 摘要 | 第4-6页 |
| Abstract | 第6-11页 |
| Chapter 1 Introduction | 第11-16页 |
| ·Background of the study | 第11-13页 |
| ·Rationales for the study | 第13-14页 |
| ·Organization of the thesis | 第14-16页 |
| Chapter 2 Literature review | 第16-45页 |
| ·The theory of SRL | 第16-25页 |
| ·SRL and autonomous learning | 第16-18页 |
| ·Characteristics of self-regulated learners | 第18-19页 |
| ·Motivation and SRL strategies | 第19-22页 |
| ·The general framework for SRL | 第22-25页 |
| ·Attribution Theory | 第25-37页 |
| ·Antecedents of attributions | 第26-33页 |
| ·Three dimensions of attributions | 第33-34页 |
| ·Consequences of attributions | 第34-37页 |
| ·Attributions in the process of SRL | 第37-39页 |
| ·Related research evidence of attributions and SRL | 第39-45页 |
| ·In the field of educational psychology | 第39-41页 |
| ·In the field of SLA | 第41-45页 |
| Chapter 3 Research design and methodology | 第45-51页 |
| ·Participants | 第45页 |
| ·Rationales for questionnaire design | 第45-49页 |
| ·Data collection procedures | 第49-51页 |
| Chapter 4 Results and discussions | 第51-74页 |
| ·Description of the results | 第51-66页 |
| ·Description of the students’attributions for English achievement | 第51-55页 |
| ·Description of the students’SRL strategy use in English learning | 第55-60页 |
| ·The relationship between the students’attributions and their SRL strategy use in English learning | 第60-66页 |
| ·Discussions of the results | 第66-72页 |
| ·On the students’attributions and their SRL strategy use in English learning | 第66-69页 |
| ·On the correlation results | 第69-70页 |
| ·On the results of causal models | 第70-72页 |
| ·Summary | 第72-74页 |
| Chapter 5 Conclusion | 第74-81页 |
| ·Pedagogical implications for promoting SRL | 第74-79页 |
| ·The role of SRL strategies training | 第74-75页 |
| ·The role of attributional retraining | 第75-77页 |
| ·The role of teacher feedback | 第77-79页 |
| ·Limitations and recommendations | 第79-81页 |
| Notes | 第81-82页 |
| Appendix | 第82-85页 |
| Bibliography | 第85-92页 |
| 攻读硕士学位期间发表论文 | 第92-94页 |
