论文目录 | |
| Acknowledgements | 第1-6
页 |
| Abstract | 第6-7
页 |
| 摘要 | 第7-11
页 |
| I. Introduction | 第11-15
页 |
| 1.1 Background of ESL teaching | 第11
页 |
| 1.2 Existing problems in Chinese middle schools | 第11-12
页 |
| 1.3 Importance of reading | 第12
页 |
| 1.4 Rationale for the research | 第12-13
页 |
| 1.5 Structure of the thesis | 第13-15
页 |
| II. The literature review | 第15-26
页 |
| 2.1 Researching background of self-regulated Learning | 第15
页 |
| 2.2 Similar terms of self-regulated learning | 第15-16
页 |
| 2.3 Different theories of self-regulated learning | 第16-22
页 |
| 2.4 Definition of self-regulated learning | 第22-26
页 |
| III. English reading comprehension in senior middle schools | 第26-32
页 |
| 3.1 The importance of self-regulated study on reading in senior middle schools | 第26-28
页 |
| 3.2 The existing problems of reading | 第28
页 |
| 3.3 The characteristics of effective reading | 第28-30
页 |
| 3.4 The roles of teachers and students | 第30-32
页 |
| 3.4.1 The existing concept and current situations | 第30
页 |
| 3.4.2 The new roles of teacher | 第30-31
页 |
| 3.4.3 The roles of teacher in self -regulated learning | 第31-32
页 |
| IV. SRL instruction model | 第32-57
页 |
| 4.1 A cyclic model for SRL | 第32-33
页 |
| 4.2 Time allocation for SRL | 第33
页 |
| 4.3 Self-evaluation and monitoring | 第33-34
页 |
| 4.4 Planning and goal-setting | 第34-38
页 |
| 4.4.1 Importance of motivation and goal-setting | 第34-35
页 |
| 4.4.2 Problems in goal-setting | 第35
页 |
| 4.4.3 Tips on goal setting | 第35-37
页 |
| 4.4.4 Planning in SRL | 第37-38
页 |
| 4.5 Strategy implementation and monitoring | 第38-43
页 |
| 4.5.1 Guide of reading strategy | 第39-41
页 |
| · Students’portfolios | 第41-43
页 |
| 4.6 Outcome monitoring and strategy refinement | 第43-48
页 |
| 4.6.1 The role of outcome monitoring and strategy refinement | 第43
页 |
| 4.6.2 The specific ways to monitor outcome and refine strategies | 第43-47
页 |
| 4.6.3 The role self-efficacy plays | 第47-48
页 |
| · Summary | 第48
页 |
| 4.8 Case study: an example of cyclic reading model | 第48-57
页 |
| V. Research design and data presentation | 第57-87
页 |
| 5.1 Objectives of the study | 第57
页 |
| 5.2 Subjects of the study | 第57-58
页 |
| 5.3 Data collection instruments | 第58-61
页 |
| · Questionnaire | 第58
页 |
| · Interview | 第58-60
页 |
| · Learners’profile | 第60
页 |
| 5.3.4 Teacher’s journal | 第60
页 |
| 5.3.5 English proficiency test | 第60-61
页 |
| 5.4 Data presentation and discussion | 第61-87
页 |
| 5.4.1 Data Collected Through the English Proficiency Tests | 第61-62
页 |
| 5.4.2 Presentation and discussion of post-test | 第62
页 |
| 5.4.3 Presentation and discussion of post-test | 第62-63
页 |
| 5.4.4 Data collected through the Questionnaire | 第63-76
页 |
| 5.4.5 Presentation and discussion on the questionnaire | 第76-87
页 |
| VI. Conclusion | 第87-91
页 |
| 6.1 Major findings from the experiment | 第87-88
页 |
| 6.2 Implications for future strategy instruction | 第88
页 |
| 6.3 Limitations of the present study | 第88-89
页 |
| · Summary | 第89-91
页 |
| Bibliography | 第91-98
页 |
| Appendix 1 | 第98
页 |
| Appendix 2 | 第98-99
页 |
| Appendix 3 | 第99-102
页 |
