| Abstract | 第6-7页 |
| 摘要 | 第8-15页 |
| Chapter One Introduction | 第15-22页 |
| 1.1 Social background | 第15-18页 |
| 1.2 Theoretical background | 第18-19页 |
| 1.3 Purpose of the Study | 第19页 |
| 1.4 Significance of the Study | 第19-21页 |
| 1.4.1 Theoretical significance | 第19-20页 |
| 1.4.2 Practical significance | 第20-21页 |
| 1.5 Overall Outline of the Study | 第21-22页 |
| Chapter Two Literature Review | 第22-39页 |
| 2.1 The achievement goal orientation | 第22-25页 |
| 2.2 The autonomous learning | 第25-34页 |
| 2.2.1 The generation and development of autonomous learning | 第25-29页 |
| 2.2.2 The definition of autonomous learning | 第29-34页 |
| 2.3 The related research | 第34-39页 |
| Chapter Three Methodology | 第39-43页 |
| 3.1 Research objectives | 第39页 |
| 3.2 Questions | 第39页 |
| 3.3 Participants | 第39-40页 |
| 3.4 Measures | 第40-41页 |
| 3.5 Procedures | 第41-43页 |
| 3.5.1 Data collection | 第41-42页 |
| 3.5.2 Data analysis | 第42-43页 |
| Chapter Four Results | 第43-55页 |
| 4.1 The current situation of the achievement goal orientation and the Englishautonomous learning ability | 第43-46页 |
| 4.1.1 The current situation of the achievement goal orientation | 第43-45页 |
| 4.1.2 The current situation of the English autonomous learning ability | 第45-46页 |
| 4.2 Relationship between college students’ achievement goal orientation andEnglish autonomous learning ability | 第46-48页 |
| 4.2.1 Relationship between the college students’ performance approaching goalorientation and English autonomous learning ability | 第46页 |
| 4.2.2 Relationship between the college students’ performance avoidance goalorientation and English autonomous learning ability | 第46-48页 |
| 4.2.3 Relationship between the college students’ mastery goal orientation andEnglish autonomous learning ability | 第48页 |
| 4.3 The predictive power through regression analysis | 第48-55页 |
| 4.3.1 The regression analysis of the three dimensions of achievement goalorientation and the English autonomous learning ability | 第49页 |
| 4.3.2 The regression analysis on Understanding Teachers' Teaching Goals andClassroom Requirements | 第49-50页 |
| 4.3.3 The regression analysis on Making Learning Goals and Plans | 第50-51页 |
| 4.3.4 The regression analysis on Using Learning Strategies Effectively | 第51-53页 |
| 4.3.5 The regression analysis on Monitoring the Use of English LearningStrategies | 第53页 |
| 4.3.6 The regression analysis on Monitoring and Evaluating English LearningProcess | 第53-55页 |
| Chapter Five Discussions | 第55-67页 |
| 5.1 The current situation of the achievement goal orientation and the Englishautonomous learning ability | 第55-59页 |
| 5.1.1 The current situation of the achievement goal orientation | 第55-57页 |
| 5.1.2 The current situation of the English autonomous learning ability | 第57-59页 |
| 5.2 Relationships between college students’ achievement goal orientation andEnglish autonomous learning ability | 第59-62页 |
| 5.3 The predictive power of the achievement goal orientation over Englishautonomous learning and five dimensions | 第62-67页 |
| 5.3.1 The predictive power of the achievement goal orientation over theEnglish autonomous learning ability | 第62-65页 |
| 5.3.2 The predictive power of the achievement goal orientation over the fivedimensions | 第65-67页 |
| Chapter Six Conclusion | 第67-71页 |
| 6.1 Major findings | 第67页 |
| 6.2 Implications | 第67-69页 |
| 6.3 Limitations | 第69-71页 |
| References | 第71-77页 |
| Appendices | 第77-79页 |
| Appendix 1 Questionnaire | 第77-79页 |
| Acknowledgements | 第79-80页 |
| Publications | 第80-81页 |
