文摘
英文文摘
声明
Chapter One Introduction
1.1Importance of Investigating Learner Beliefs in Learner Autonomy in EFL
1.2 College EFL Teaching and Learning in China
1.3 Purpose of the present study
1.4 Layout of the thesis
Chapter Two Learner autonomy and theories of SLA
2.1 What is learner autonomy
2.1.1 Definitions of Learner autonomy
2.1.2 Evolution of learner autonomy
2.2 Distinction between autonomy and its synonyms
2.2.1 Autonomy and self-directed learning
2.2.2 Autonomy and individualized instruction
2.2.3 Autonomy and self-regulated learning
2.3 Misconceptions on Learner Autonomy
2.4 Teachers' roles in autonomous language learning
2.5 Theoretical supports for autonomy
2.5.1 Constructivist approach and psychological versions of autonomy
2.5.2Positivist approach and technical versions of learner autonomy
2.5.3 Critical theory and political versions of autonomy
2.6 The measurement of autonomy
Chapter Three Learner beliefs—literature review
3.1 Researches on different learning settings
3.2 Different ways of collecting data
3.3 Different aspects of discussion on learner beliefs
Chapter Four A study of learners' beliefs in learner autonomy in EFL
4.1 Research design
4.1.1 Research questions
4.1.2 Subjects
4.1.3 Questionnaire
4.1.4 In-depth interview
4.1.5 Statistical instruments
4.1.6 Experiment procedure
4.2 Data collection and analysis
4.3 Major findings and discussions
4.3.1 Learners' general beliefs in learner autonomy in EFL
4.3.2 Comparisons between students from traditional classroom and network classroom
Chapter five Conclusions and Pedagogical implications
5.1 Conclusions: a summary of the major findings of the present study
5.1.1 Chinese leamers' general beliefs in learner autonomy in EFL
5.1.2 Comparisons between students trained in traditional class and in multimedia network class
5.2 Pedagogical Implications
5.2.1 Implications for learners
5.2.2 Implications for teachers
5.2.3 Implications for college English reform
5.3 Limitations of the study and areas for further research
References
Appendix
Acknowledgements
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