| 声明 | 第1页 |
| 学位论文使用授权声明 | 第3-4页 |
| ACKNOWLEDGEMENTS | 第4-5页 |
| 内容提要 | 第5-6页 |
| ABSTRACT | 第6-10页 |
| CHAPTER ONE INTRODUCTION | 第10-15页 |
| ·Background of the present study | 第10-11页 |
| ·Current research in the field | 第11-12页 |
| ·Purpose of the study | 第12-14页 |
| ·The overall structure of the study | 第14-15页 |
| CHAPTER TWO THEORETICAL FOUNDATIONS OF THE CURRENT STUDY | 第15-34页 |
| ·Basic issues in learner autonomy | 第15-21页 |
| ·What is autonomy | 第15-18页 |
| ·Terminology and definitions: defining the term | 第15-17页 |
| ·Characteristics of autonomous learners | 第17页 |
| ·Degrees of autonomy | 第17-18页 |
| ·Why autonomy | 第18-19页 |
| ·How to promote learner autonomy | 第19-20页 |
| ·Cultural compatibility of learner autonomy | 第20-21页 |
| ·Basic issues in learner beliefs and metacognitive knowledge | 第21-28页 |
| ·Definitions of terms | 第21-22页 |
| ·Learner beliefs | 第21-22页 |
| ·Metacognitive knowledge | 第22页 |
| ·Categories of beliefs and metacognitive knowledge | 第22-27页 |
| ·Categories of learner beliefs | 第22-25页 |
| ·Categories of metacognitive knowledge | 第25-27页 |
| ·Interfaces between leaner beliefs and metacognitive knowledge | 第27-28页 |
| ·Significance of studying learner beliefs in promoting learner autonomy | 第28-32页 |
| ·The role of beliefs/metacognitive knowledge in language learning | 第28-29页 |
| ·The role of beliefs/metacognitive knowledge in promoting learner autonomy | 第29-30页 |
| ·Published studies in the field | 第30-32页 |
| ·Beliefs to be investigated: the operational categories of the study | 第32-33页 |
| ·Summary | 第33-34页 |
| CHAPTER THREE INVESTIGATING COLLEGE STUDENTS' BELIEFS ABOUT LANGUAGE LEARNING | 第34-38页 |
| ·Research questions | 第34页 |
| ·Subjects | 第34-35页 |
| ·Design of the questionnaire | 第35-36页 |
| ·Data collection and analysis | 第36-38页 |
| CHAPTER FOUR RESULTS AND DISCUSSION | 第38-62页 |
| ·Results | 第38-50页 |
| ·Beliefs about person variables | 第38-42页 |
| ·Language aptitude and self-efficacy | 第38-39页 |
| ·Motivation | 第39-40页 |
| ·Interpersonal relationship in language learning | 第40-42页 |
| ·Beliefs about task variables | 第42-46页 |
| ·The difficulty of English learning | 第42-43页 |
| ·The nature of language learning | 第43-46页 |
| ·Beliefs about strategic variables | 第46-50页 |
| ·Metacognitive strategies | 第46-47页 |
| ·Cognitive strategies | 第47-49页 |
| ·Socio-affective strategies | 第49-50页 |
| ·Discussion | 第50-61页 |
| ·The role of the teacher and the learner | 第51-53页 |
| ·Self-efficacy | 第53-55页 |
| ·Motivation | 第55-58页 |
| ·Attribution | 第58-59页 |
| ·Autonomy-fostering strategies | 第59-61页 |
| ·Summary | 第61-62页 |
| CHPAPTER FIVE CONCLUSION | 第62-70页 |
| ·Protile of learner beliefs about autonomy | 第62-64页 |
| ·Pedagogical implications | 第64-69页 |
| ·Enhancing metacognitive knowledge | 第64-66页 |
| ·Respecting learner beliefs | 第66-68页 |
| ·Enhancing teacher training | 第68-69页 |
| ·Limitations of the study and recommendations for future research | 第69-70页 |
| BIBLIOGRAPHY | 第70-75页 |
| APPENDIX: The Questionnaire | 第75-76页 |
