| Abstract | 第4-5页 |
| 摘要 | 第6-14页 |
| Chapter 1 Introduction | 第14-16页 |
| 1.1 Background of this Study | 第14-15页 |
| 1.2 Research Questions | 第15页 |
| 1.3 Significance of the Study | 第15-16页 |
| 1.4 Structure of the Thesis | 第16页 |
| Chapter 2 A General Review of Relevant Study | 第16-39页 |
| 2.1 Study about Cognitive Style | 第17-21页 |
| 2.1.1 Definition of Cognitive Style | 第17-18页 |
| 2.1.2 Classification and Characterization of Cognitive Style | 第18-20页 |
| 2.1.3 Study of Cognitive Style and Academic Performance | 第20-21页 |
| 2.2 Study about Learning Strategies | 第21-28页 |
| 2.2.1 Definition about Learning Strategy | 第21-22页 |
| 2.2.2 Classification of Learning Strategy | 第22-23页 |
| 2.2.3 Meta-cognitive, Cognitive, Social/affective Strategies | 第23-27页 |
| 2.2.4 Learning Strategies and Academic Performance | 第27-28页 |
| 2.3 Learning Strategies and Cognition | 第28-31页 |
| 2.3.1 Meta-cognitive Strategies and Cognition | 第28-29页 |
| 2.3.2 Cognitive Strategies and Cognition | 第29-30页 |
| 2.3.3 Strategy Representation and Acquisition in Cognitive Theory | 第30-31页 |
| 2.4 Cognitive Style and Reading Strategy in This Study | 第31-32页 |
| 2.4.1 Cognitive Style in This Study | 第31页 |
| 2.4.2 Learning Strategy and Reading Strategy in This Study | 第31-32页 |
| 2.5 Survey of Learning Strategy | 第32-34页 |
| 2.5.1 Learning Strategy and English Academic Performance | 第32页 |
| 2.5.2 Learning Strategy and Gender | 第32-33页 |
| 2.5.3 Learning Strategy and Classroom Performance | 第33页 |
| 2.5.4 English Major Learners and English Non-major Learners | 第33页 |
| 2.5.5 Social Strategy for English Learners | 第33-34页 |
| 2.6 The Study of Reading Strategies | 第34-39页 |
| 2.6.1 Reading with Anxiety | 第34-36页 |
| 2.6.2 The Comparison and Analysis of Reading with Anxiety | 第36-38页 |
| 2.6.3 Reading Anxiety and Reading Performance | 第38-39页 |
| 2.7 The Problem | 第39页 |
| Chapter 3 Study Methodology | 第39-43页 |
| 3.1 Study Objects | 第40页 |
| 3.2 Study Design | 第40页 |
| 3.3 Research tools | 第40-43页 |
| 3.3.1 Reading Test | 第40页 |
| 3.3.2 Cognitive style Questionnaire | 第40-41页 |
| 3.3.3 Reading Strategies Questionnaire | 第41-42页 |
| 3.3.4 Collection and Analysis of Data | 第42-43页 |
| Chapter 4 Data Analysis | 第43-50页 |
| 4.1 Analysis of Questionnaire | 第43-44页 |
| 4.1.1 Analysis of Cognitive Style Questionnaire | 第43页 |
| 4.1.2 Analysis of Reading Strategies Questionnaire | 第43-44页 |
| 4.2 The Test of Normal Distribution | 第44页 |
| 4.3 Study Result of Cognitive Style and Reading Comprehension | 第44-45页 |
| 4.4 Relationship between Cognitive Styles, Reading Strategies and Academic Performance | 第45-46页 |
| 4.5 Analysis of Reading Strategies and Reading Performance | 第46-50页 |
| 4.5.1 Single Factor Variance Analysis of Reading Strategies and Reading Performance | 第46-47页 |
| 4.5.2 Relation Analysis of Reading Strategies and Reading Performance | 第47-48页 |
| 4.5.3 Multiple Regression Analysis of Affective-Social Strategies,Meta-cognitive Strategies and Cognitive Strategies | 第48页 |
| 4.5.4 Single Regression Analysis of Affective-Social Strategies and Reading Performance | 第48-50页 |
| Chapter 5 Conclusions and Implications | 第50-53页 |
| 5.1 Conclusions | 第50-51页 |
| 5.2 Implications | 第51-52页 |
| 5.3 Limitations and Suggestions for Further Research | 第52-53页 |
| Notes | 第53-55页 |
| Bibliography | 第55-57页 |
| Acknowledgement | 第57页 |
