摘要
Abstract
Chapter One Introduction
1.1 The problems existing in English reading instruction
1.2 Necessity of developing student autonomy
1.3 Value of inquiry-based instruction
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Theoretical rationale
2.1.1 Cognitive theory
2.1.2 Humanistic theory
2.1.3 Constructivism
2.2 Autonomy
2.2.1 Definition of autonomy
2.2.2 Characteristics of autonomous learners
2.2.3 Effect of autonomous learning on English reading course
2.2.4 Features of autonomous learners in English reading course
2.3 Inquiry-based instruction
2.3.1 Definition of inquiry-based instruction
2.3.2 Features of inquiry-based instruction
2.3.3 Review of inquiry-based English instruction
2.3.4 Inquiry cycle in inquiry-based English instruction
2.3.5 Relation between inquiry-based instruction and student autonomy in English reading course
2.4 Research hypotheses
Chapter Three Research Experiment And Result Analysis
3.1 Participants
3.2 Instruments
3.2.1 English proficiency test
3.2.2 Questionnaire
3.2.3 Classroom observation and interview
3.3 Teaching material
3.4 Procedure of the Experiment
3.5 Analysis of data
3.5.1 Classroom observation data
3.5.2 Questionnaire data
3.5.3 Interview data
3.5.4 Language proficiency test data
Chapter Four Research Findings And Conclusion
6.1 Research findings
6.2 Conclusion
6.2.1 Limitations of the study
6.2.2 Suggestions
6.2.3 Further research suggestions
Bibliography
Acknowledgement
Appendix
Appendix 1
Appendix 2
Appendix 3
Publications
