| 摘要 | 第4-5页 |
| Abstract | 第5页 |
| Chapter 1 Introduction | 第8-11页 |
| 1.1 Research Background | 第8-9页 |
| 1.2 Purpose of the Study | 第9页 |
| 1.3 Significance of the Study | 第9页 |
| 1.4 Layout of the Thesis | 第9-11页 |
| Chapter 2 Literature Review | 第11-18页 |
| 2.1 English Learning Anxiety | 第11-14页 |
| 2.1.1 Definitions of English Learning Anxiety | 第11-13页 |
| 2.1.2 Classifications of English Learning Anxiety | 第13-14页 |
| 2.2 English Learning Strategy | 第14-18页 |
| 2.2.1 Definitions of English Learning Strategy | 第14-16页 |
| 2.2.2 Classifications of English Learning Strategy | 第16-18页 |
| Chapter 3 Theoretical Foundation | 第18-24页 |
| 3.1 Relationships between English Learning Anxiety and English Competence | 第18-19页 |
| 3.2 Relationships between English Learning Strategy and English Competence | 第19-21页 |
| 3.3 Relationships between English Learning Anxiety and English Learning Strategy | 第21-22页 |
| 3.4 Summary | 第22页 |
| 3.5 The Hypothesized Theoretical Model | 第22-24页 |
| Chapter 4 Research Design | 第24-28页 |
| 4.1 Research Hypotheses | 第24页 |
| 4.2 Participants | 第24页 |
| 4.3 Instruments | 第24-26页 |
| 4.3.1 Questionnaires | 第25-26页 |
| 4.3.2 Interview Outline | 第26页 |
| 4.4 Procedure | 第26-28页 |
| Chapter 5 Results | 第28-37页 |
| 5.1 Preparation Phase | 第28-31页 |
| 5.1.1 The Factor Analyses | 第28-30页 |
| 5.1.2 Relationship between Anxiety, Strategy and Competence in English | 第30页 |
| 5.1.3 Multiple Regression Analyses | 第30-31页 |
| 5.2 The Prediction effect of Students’ Classroom Communication Anxiety English Competence | 第31-32页 |
| 5.3 The Prediction effect of Students’ Classroom Communication Anxiety on Meta-cognitive Strategy | 第32页 |
| 5.4 The Prediction effect of Meta-cognitive Strategy on English Competence | 第32-33页 |
| 5.5 The Mediation Effect of the Meta-cognitive Strategy | 第33-37页 |
| Chapter 6 Discussion | 第37-46页 |
| 6.1 The Influence of Students’ Classroom Communication Anxiety on English Competence | 第37-40页 |
| 6.2 The Influence of Students’ Classroom Communication Anxiety on Meta-cognitive Strategy | 第40-42页 |
| 6.3 The Influence of Students’ Meta-cognitive Strategy on English Competence | 第42-44页 |
| 6.4 The Analyses on the Mediation Effect of Meta-cognitive Strategy | 第44-46页 |
| Chapter 7 Conclusion | 第46-48页 |
| 7.1 Main Findings | 第46页 |
| 7.2 Implication | 第46-47页 |
| 7.2.1 Strengthening the Way to Train Meta-cognitive Strategy | 第46页 |
| 7.2.2 Fulfilling the Content of Training for Students | 第46-47页 |
| 7.3 Limitations of the Study | 第47页 |
| 7.4 Suggestions for Future Research | 第47-48页 |
| References | 第48-53页 |
| Appendices | 第53-58页 |
| Appendix A Foreign Language Classroom Anxiety (FLCAS) | 第53-55页 |
| Appendix B Strategy Inventory of Language Learning (SILL) | 第55-56页 |
| Appendix C Common European Framework of Reference for Language: Learning, Teaching, Assessment. (CEFR) | 第56页 |
| Appendix D Interview Outline | 第56-57页 |
| Appendix E Information of Interviewees | 第57-58页 |
| 发表论文和科研情况说明 | 第58-59页 |
| Acknowledgements | 第59页 |
