| Abstract | 第1-6页 |
| 摘要 | 第6-11页 |
| Introduction | 第11-15页 |
| Chapter 1 Literature Review | 第15-33页 |
| ·Autonomous learning | 第15-17页 |
| ·The definition of autonomous learning | 第15-16页 |
| ·The characteristics of autonomous learning | 第16-17页 |
| ·Motivation | 第17-25页 |
| ·Language learning motivation (LLM) | 第17-19页 |
| ·Extrinsic and intrinsic motivation | 第19-20页 |
| ·Integrative and Instrumental motivation | 第20-21页 |
| ·Factors affecting LLM | 第21-25页 |
| ·The relation between autonomous learning and motivation | 第25-26页 |
| ·Related studies on motivation for autonomous learning | 第26-33页 |
| ·Related studies abroad | 第26-30页 |
| ·Related studies at home | 第30-31页 |
| ·Comments on previous studies | 第31-33页 |
| Chapter 2 Theoretical Bases | 第33-37页 |
| ·Humanistic approaches | 第33-34页 |
| ·Personal Constructivist theory | 第34页 |
| ·Expectancy-value theory | 第34-35页 |
| ·Resultative motivation theory | 第35-37页 |
| Chapter 3 The Investigation of Present Situation of Senior High Students' Motivation for AEL | 第37-43页 |
| ·Low Interest in English learning | 第37-38页 |
| ·Difficulty in motivation sustaining | 第38-39页 |
| ·Inappropriate Attributions | 第39页 |
| ·Negative valence tendency and self-efficacy | 第39-40页 |
| ·Poor autonomous learning ability | 第40-43页 |
| Chapter 4 Strategies for triggering motivation for promoting autonomous English learning(AEL) | 第43-67页 |
| ·Creating basic motivational conditions | 第43-47页 |
| ·Creating a pleasant autonomous classroom climate | 第43-45页 |
| ·Developing harmonious teacher-students rapport | 第45-46页 |
| ·Widening the channels of learning English autonomously | 第46-47页 |
| ·Helping students establish motivation for AEL | 第47-57页 |
| ·Enhancing students' awareness of AEL | 第47-50页 |
| ·Raising intrinsic motivation and protecting extrinsic motivation | 第50-52页 |
| ·Setting effective AEL goals and plans to experience achievement | 第52-54页 |
| ·Training AEL strategies to activate motivation | 第54-56页 |
| ·Developing students' proper attribution | 第56-57页 |
| ·Stimulating and maintaining students'AEL motivation | 第57-67页 |
| ·Adopting cooperative learning method | 第58-59页 |
| ·Setting research-oriented learning style | 第59-61页 |
| ·Applying Task-based learning approach | 第61-62页 |
| ·Criticizing less and praising more in evaluation | 第62-63页 |
| ·Encouraging students to reflect and assess themselves | 第63-67页 |
| Chapter 5 The Experiment | 第67-83页 |
| ·Brief description of the experiment | 第68-70页 |
| ·Purposes | 第68页 |
| ·Hypothesis | 第68页 |
| ·Subjects | 第68-69页 |
| ·Instruments | 第69-70页 |
| ·Data collection and analysis | 第70页 |
| ·Results and Discussion | 第70-83页 |
| ·Analysis of the results of tests | 第71-75页 |
| ·Analysis of the results of questionnaires | 第75-83页 |
| Chapter 6 Major Findings and Pedagogical Implications | 第83-91页 |
| ·Major findings | 第83-89页 |
| ·Positive emotional attitude is the most motivational factor for AEL | 第83-84页 |
| ·Extrinsic and intrinsic motivation are of equal importance to AEL | 第84-86页 |
| ·Self-efficacy is the prerequisite for AEL | 第86-87页 |
| ·Proper attribution is the promoter of AEL | 第87-88页 |
| ·The sense of achievement is the most powerful drive for AEL | 第88页 |
| ·Maintaining motivation is vital to improving AEL | 第88-89页 |
| ·Pedagogical implication | 第89页 |
| ·Limitations of this study | 第89-91页 |
| Conclusion | 第91-93页 |
| Bibliography | 第93-97页 |
| Appendix Ⅰ Questionnaire on Senior High students' motivation and AEL ability | 第97-99页 |
| Appendix Ⅱ Pre-Test Paper | 第99-108页 |
| Appendix Ⅲ Mid-test Paper | 第108-117页 |
| Appendix Ⅳ Post-test Paper | 第117-125页 |
| Appendix Ⅴ Comparison of Scores of EC Between Pre-Test, Mid-Test and Post-Test | 第125-127页 |
| Appendix Ⅵ Comparison of Scores of CC Between Pre-Test, Mid-Test and Post-Test | 第127-129页 |
| Acknowledgements | 第129-131页 |
