文摘
英文文摘
学位论文独创性声明及学位论文版权使用授权书
1 INTRODUCTION
2 THE CURRENT SITUATION OF ENGLISH LEARNING AND TEACHING IN CHINA
2.1 Problems with English Learning on Chinese Students
2.2 Less Attention to Learner's Affective Needs
2.3 Negative Effects of Traditional Teaching Styles on Both Teachers and Learners
3 THEORETICAL BASES FOR DEVELOPING LEARNER AUTONOMY IN EFLT
3.1 Definitions
3.2 Theories That Support Learner Autonomy
3.2.1 Humanistic Approach
3.2.2 Constructivist Approach
3.3 Implication of the Theory
3.3.1 Implication of Humanis
3.3.2 Implication of Constructive Approach
4 A DESIGN OF THE TRAINING PROGRAM
4.1 Hypothesis
4.2 Subjects
4.3 Procedures for the Research
4.4 Techniques for Data Collection
5 THE PROCESS OF TRAINING PROGRAM
5.1 General Knowledge about Language Learning Strategies
5.2 Strategies Presented and Practiced
5.2.1 Strategies Trained at the Cognitive Phase
5.2.2 Strategies Trained at the Meta-cognitive Phase
5.3 Implementation of the Training Program
5.3.1 Procedure
5.3.2 Application Activities
5.3.3 Strategy Instruction
5.3.4 Creating a Positive Learning Environment
5.3.5 Helping Learners Reflect on Their Learning Process
6 DATA ANALYSIS AND DISSCUSSION
6.1 Analysis of the Data Collected at Cognitive phase
6.1.1 Analysis of the Data
6.1.2 Summary
6.2 Analysis of The Data collected at Meta-cognitive Phase
6.2.1 Findings from the Post-MST Training
6.2.2 Findings from the Classroom Observations
6.3 Discussion
6.4 Conclusion
6.4.1 Findings and Suggestion
6.4.2 Limitations of the Present Research
Bibliography
Appendix 1 Pre-MST Questionnaire 1 and 2
Appendix 2 Post-MST Questionnaire 3
Acknowledgements
攻读教育硕士学位期间发表的论文
