文摘
英文文摘
前言
声明
Chapter 1 Introduction
1.1 Background and Need for the Study
1.2 The Purpose and Significance of This Research
1.3 Layout of the Thesis
Chapter 2 Literature Review
2.1 Definitions and Classifications
2.2 An Overview of Oversea Researches and Findings
2.2.1 Identification of language learning strategies
2.2.2 Correlations between language learning strategies and individual variables
2.2.3 Influence of culture and social context
2.3 An Overview of Domestic Researches and Findings
2.3.1Identification of language learning strategies preferences of Chinese EFL learners
2.3.2 Correlations between individual variables and language learning strategies
2.3.3 Language learning strategy instruction in China
2.3.4 Influence of culture and social context
2.4 Summary
Chapter 3 Methodology
3.1 Theoretical Basis
3.2 Research Questions
3.3 Setting, Participants and Sampling
3.4 Research Design
3.5 Instruments
3.5.1 Strategy Inventory for Language Learning (SILL, revised version)
3.5.2 Individual Background Information
3.5.3 Interview Questionnaire
3.6 Data Collection and Analysis
3.6.1 Quantitive Analysis
3.6.2 Qualitative Analysis
3.7 Summary
Chapter 4 Results and Discussion
4.1 Reliability for the SILL (Revised version)
4.2 Descriptive Analyses of the SILL (Revised version)
4.2.1 Overview of Subjects' Responses to the SILL (Revised version)
4.2.2 Detailed analyses of the SILL
4.3 Qualitative Analyses on Interview
4.3.1 Overview of the subjects' responses to the interview
4.3.2 Findings in interview
4.4 Discussions from the Perspective of Sociocultural Theory
4.4.1 Students' language learning strategies are developed in certain social context
4.4.2 Classroom culture has great influence on students' language learning strategies
4.5 Summary
Chapter5 Conclusion and Implications
5.1 Major findings
5.1.1 Chinese EFL learners use more indirect strategies than direct strategies
5.1.2 Sociocultural factors make influence on students' strategies'use
5.1.3 The hierarchy system exists evidently in Chinese classroom
5.1.4 The concept of face is another cultural factor which plays role in students' language learning strategies use
5.1.5 The test-oriented educational system makes deep influence on students' selection of language learning strategies
5.2 Pedagogical lmplications
5.2.1 Teacher's role in classroom
5.2.2 The reform of current assessment methods
5.2.3 The awareness of Chinese culture
5.2.4 The reconfiguration of classroom
5.3 Limitations and Recommendations for Further Research
Appendix
References
Acknowledgements
Publications
