| 摘要 | 第1-7页 |
| Abstract | 第7-16页 |
| List of Tables | 第16-18页 |
| List of Figures | 第18-19页 |
| List of Abbreviations | 第19-21页 |
| Chapter 1 Introduction | 第21-42页 |
| ·Statement of the Problem | 第24-25页 |
| ·Definitions of Key Terms | 第25-26页 |
| ·Significance of the Study | 第26-28页 |
| ·Purpose of the Study | 第28页 |
| ·Research Questions | 第28-29页 |
| ·Theoretical Framework | 第29-40页 |
| ·PBLI and Informing Theories | 第29-34页 |
| ·PBLI and Learner Agency:A Proposed Framework | 第34-40页 |
| ·Organization of the Dissertation | 第40-42页 |
| Chapter 2 Review of Related Literature | 第42-101页 |
| ·Project-Based Instruction | 第42-57页 |
| ·PBI in General Education and Childhood Education | 第43-47页 |
| ·PBI in Childhood Education | 第44-45页 |
| ·PBI in General Education | 第45-47页 |
| ·PBI in Second/Foreign Language Education | 第47-56页 |
| ·Background | 第47-49页 |
| ·Core Features | 第49页 |
| ·Relevant Empirical Research Abroad | 第49-54页 |
| ·Relevant Empirical Research in China | 第54-56页 |
| ·Summary | 第56-57页 |
| ·Learner Agency | 第57-66页 |
| ·Definitions of Ageency | 第57-59页 |
| ·Agency and Structure | 第59页 |
| ·Agency in Language Education | 第59-61页 |
| ·Empirical Research on Learner Agency in SLA | 第61-64页 |
| ·Agency and Chinese EFL Learners | 第64-65页 |
| ·Summary | 第65-66页 |
| ·Learner Beliefs about Language Learning | 第66-73页 |
| ·Beliefs and Knowledge | 第66-67页 |
| ·Research on Learner Beliefs in SLA | 第67-72页 |
| ·Definitions of Learner Beliefs | 第69页 |
| ·Major Approaches to Research on Learner Beliefs | 第69-71页 |
| ·Recent Developments in Research on Learner Beliefs | 第71-72页 |
| ·Belief Changes and Learner Agency | 第72-73页 |
| ·Language Leaning Strategies | 第73-80页 |
| ·Definitions of Language Learning Strategies | 第74页 |
| ·Classifications of Language Learning Strategies | 第74-77页 |
| ·O'Malley and Chamot's(1990)Classification | 第75页 |
| ·Oxford's(1990)Classification | 第75-76页 |
| ·Wen's(1993)Classification | 第76-77页 |
| ·Cohen's(1998)Classificarion | 第77页 |
| ·Recent Trends in Language Learning Strategy Research | 第77-78页 |
| ·Strategy Use and Learner Agency | 第78-80页 |
| ·Learner Autonomy in Language Learning | 第80-85页 |
| ·Definitions of Learner Autonomy | 第81页 |
| ·Reasons for Promoting Learner Autonomy | 第81-82页 |
| ·Proactive Autonomy and Reactive Autonomy | 第82-83页 |
| ·Learner Autonomy and Learner Agency | 第83-85页 |
| ·Language Learning Motivation | 第85-91页 |
| ·Theories of Motivation in Psychology | 第86-87页 |
| ·Motivation Research in SLA | 第87-90页 |
| ·Language Learning Motivation and Learner Agency | 第90-91页 |
| ·Critical Thinking Skills | 第91-99页 |
| ·Definitions of Critical Thinking | 第92-93页 |
| ·Critical Thinking Debate | 第93-96页 |
| ·Generic Views of Critical Thinking | 第93-94页 |
| ·Domain-Specific Vievis of Critical Thinking | 第94-95页 |
| ·Infusion Views of Critical Thinking | 第95-96页 |
| ·Chinese Learners and Critical Thinking | 第96-97页 |
| ·Chinese EFL Learners and Critical Thinking | 第97-98页 |
| ·Critical Thinking Skills and Learner Agency | 第98-99页 |
| ·Summary | 第99-101页 |
| Chapter 3 Methodology | 第101-130页 |
| ·Research Questions | 第101-102页 |
| ·Methodological Considerations | 第102-104页 |
| ·Research Design | 第104-122页 |
| ·Research Settings | 第105-107页 |
| ·The Participants | 第107-110页 |
| ·The Role of the Researcher | 第110-111页 |
| ·Instrumentation | 第111-122页 |
| ·Instruments for Quantitative Data Collection | 第112-116页 |
| ·Instruments for Qualitative Data Collection | 第116-122页 |
| ·Data Collection Procedures | 第122-124页 |
| ·Interview Transcription | 第124-125页 |
| ·Data Analysis | 第125-129页 |
| ·Quantitative Data Analysis | 第126-128页 |
| ·Qualitative Data Analysis | 第128-129页 |
| ·Summary | 第129-130页 |
| Chapter 4 Results and Analyses | 第130-259页 |
| ·Research Question 1:Learner Beliefs about Language Learning | 第130-172页 |
| ·Quantitative Results and Analyses | 第130-147页 |
| ·Difficulty of Language Leaning | 第132-136页 |
| ·Foreign Language Aptitude | 第136-138页 |
| ·Nature of Language Learning | 第138-141页 |
| ·Learning and Communication Strategies | 第141-144页 |
| ·Motivations and Expectations | 第144-147页 |
| ·Qualitative Results and Analyses | 第147-172页 |
| ·Integrated Learning versus Discrete-Skills Learning | 第147-157页 |
| ·The Role of Cooperation in English Learning | 第157-165页 |
| ·Vocabulary Learning | 第165-169页 |
| ·The Role of Presentations in English Learning | 第169-172页 |
| ·Summary | 第172页 |
| ·Research Question 2:Language Learning Strategies | 第172-208页 |
| ·Quantitative Results and Analyses | 第172-192页 |
| ·Memory Strategies | 第174-177页 |
| ·Cognitive Strategies | 第177-181页 |
| ·Compersation Strategies | 第181-184页 |
| ·Metacognitive Strategies | 第184-187页 |
| ·Affective Strategies | 第187-190页 |
| ·Social Strategies | 第190-192页 |
| ·Qualitative Results and Analyses | 第192-208页 |
| ·Strategies for Dealing with Unknown Words in Reading | 第192-194页 |
| ·Strategies for Reading Authentic English Texts | 第194-197页 |
| ·Strategies for Making up for Perceived Weaknesses in English | 第197-201页 |
| ·Strategies for Coping with Challenging English Presentations | 第201-207页 |
| ·Summary | 第207-208页 |
| ·Research Question 3:Learner Autonomy in Language Learning | 第208-239页 |
| ·Quantitative Results and Analyses | 第208-224页 |
| ·Learner Confidence | 第210-212页 |
| ·Role of Feedback | 第212-214页 |
| ·Experience of Language Learning | 第214-217页 |
| ·Learner Independence | 第217-220页 |
| ·Role of Teacher | 第220-224页 |
| ·Qualitative Results and Analyses | 第224-239页 |
| ·Setting Learning Goals and Making Study Plans | 第224-227页 |
| ·Finding Resources Needed for Learning | 第227-230页 |
| ·Working Collaboratively with Others | 第230-232页 |
| ·Perceiving Their Progress in Learning | 第232-234页 |
| ·Honing Time Management Skills | 第234-236页 |
| ·Changing Their Perceptions of Teacher/Student Roles | 第236-239页 |
| ·Summary | 第239页 |
| ·Research Question 4:Language Learning Motivation | 第239-249页 |
| ·Effort in English Learning | 第240-243页 |
| ·Desire to Learn English | 第243-246页 |
| ·Attitudes towards Learning English | 第246-249页 |
| ·Summary | 第249页 |
| ·Research Question 5:Critical Thinking Skills | 第249-256页 |
| ·Recognizing the Importance of Critical Thinking Skills | 第249-251页 |
| ·Improved Critical Thinking Skills | 第251-256页 |
| ·Summary | 第256页 |
| ·Summary | 第256-259页 |
| Chapter 5 General Discussions of the Findings | 第259-273页 |
| ·Summary of Major Findings | 第259-269页 |
| ·Research Question 1:Learner Beliefs about Language Learning | 第260-261页 |
| ·Research Question 2:Language Learning Strategies | 第261-264页 |
| ·Research Question 3:Learner Autonomy in Language Learning | 第264-265页 |
| ·Research Question 4:Language Learning Motivation | 第265-267页 |
| ·Research Question 5:Critical Thinking Skills | 第267-269页 |
| ·Affordances for and Constraints to Learner Agency | 第269-271页 |
| ·Major Affordances for Learner Agency | 第269-270页 |
| ·Major Constraints to Learner Agency | 第270-271页 |
| ·Summary | 第271-273页 |
| Chapter 6 Conclusions and Implications | 第273-281页 |
| ·Conclusions | 第273-274页 |
| ·Pedagogical Implications | 第274-276页 |
| ·Limitations of the Study | 第276-277页 |
| ·Recommendations for Future Research | 第277-279页 |
| ·Final Remarks | 第279-281页 |
| References | 第281-306页 |
| Acknowledgements | 第306-308页 |
| Appendices | 第308-326页 |
| 个人简历 在学期间发表的学术论文与研究成果 | 第326-327页 |
