| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 摘要 | 第9-14页 |
| Chapter One Introduction | 第14-18页 |
| ·Background of the Study | 第14-16页 |
| ·Purpose and Significance of the Study | 第16页 |
| ·Arrangement of the Thesis | 第16-18页 |
| Chapter Two Literature Review | 第18-38页 |
| ·Definitions and Characteristics of Language Learning Strategies(LLS) | 第18-20页 |
| ·Classifications of LLS | 第20-27页 |
| ·O'Malley and Chamot's Classification | 第20-21页 |
| ·Oxford's Classification | 第21-24页 |
| ·Cohen's Classification | 第24-26页 |
| ·Wen's Classification | 第26-27页 |
| ·Gender,Proficiency and Language Strategies | 第27-30页 |
| ·Strategy Use and Gender | 第27-28页 |
| ·Strategy Use and Proficiency Level | 第28-30页 |
| ·Major Researches Abroad and at Home | 第30-34页 |
| ·Researches of English Majors | 第34-38页 |
| Chapter Three A Small Scale Research | 第38-46页 |
| ·Objectives | 第38页 |
| ·Research Procedures | 第38-39页 |
| ·Subjects | 第39-41页 |
| ·Subjects for Questionnaire | 第39-40页 |
| ·Subjects for Interview | 第40-41页 |
| ·Instruments | 第41-44页 |
| ·Questionnaire about Students' Learning Strategies | 第41-43页 |
| ·Semi-structured Interview | 第43-44页 |
| ·Data Collection | 第44-45页 |
| ·Data Analysis | 第45-46页 |
| Chapter Four Findings and Discussions | 第46-68页 |
| ·Subjects' Use of Language Learning Strategies | 第46-54页 |
| ·Affective Strategies:the Most Frequently Used Learning Strategies | 第47-50页 |
| ·Compensation Strategies:the Second Frequently Used Learning Strategies | 第50-51页 |
| ·Cognitive and Metacognitvie Strategies:the Third and Fourth Frequently Used Strategies | 第51-52页 |
| ·Social Strategies:the Less Preferred Learning Strategies | 第52-53页 |
| ·Memory Strategies:the Least Frequently Used Strategies | 第53-54页 |
| ·Specific Strategy Used in Different Periods | 第54-58页 |
| ·Freshmen in General Used More Strategies than the Others | 第55-56页 |
| ·The Frequency of Strategies Used by Junior Students is the Lowest | 第56-58页 |
| ·Differences of Strategy Use by Successful and Less Successful Students | 第58-62页 |
| ·Differences of Strategy Use by Male and Female Strudents | 第62-64页 |
| ·Dynamic Changes from the First Year to the Second Year | 第64-68页 |
| ·Research Questions | 第64页 |
| ·Data Collection Procedure | 第64-65页 |
| ·Data Analysis and Discussion | 第65-68页 |
| Chapter Five Suggesstions | 第68-76页 |
| ·Enhancing Memory Strategies | 第68-70页 |
| ·The Importance of Memory Strategies | 第68-69页 |
| ·Memory Strategy Training | 第69-70页 |
| ·Training Social Strategies | 第70-72页 |
| ·Paying Attention to Social Strategies | 第70-71页 |
| ·Encouraging Students to Use Social Strategies for Learning | 第71-72页 |
| ·Creating Opportunities for Students to Communicate | 第72页 |
| ·Paying More Attention to Students' Affective Strategies | 第72-76页 |
| ·Giving Appropriate Feedback | 第73-74页 |
| ·Creating Good Classroom Atmosphere | 第74-76页 |
| Chapter Six Conclusion | 第76-82页 |
| ·Major findings and Implication | 第76-78页 |
| ·Limitations | 第78-82页 |
| Bibliography | 第82-88页 |
| Appendix | 第88-89页 |
