Malley & Chamot’s Classification of Language Learning Strategies
2.3.2.3 Oxford’s Classification of Language Learning Strategies
2.3.2.4 Cohen’s Classification of Language Learning Strategies
2.3.2.5 Wen Qiufang’s Classification of Language Learning Strategies
2.3.3 Studies on Learning Strategy at home and abroad
2.3.3.1 Studies on Learning Strategy abroad
2.3.3.2 Studies on Learning Strategy at home
Chapter Three Methodology
3.1 Overview
3.2 Research Questions
3.3 Research Methodology
3.3.1 Subjects
(1) Subjects for Questionnaires
3. 3.2 Instruments
3.3.2.1.1 Oxford’s Strategy Inventory for Language Learning Version7.0 (1990)
3.3.2.1.2 Leaner Autonomy Questionnaire
3.3.2.2 The Design of the Interview
3.3.2.3 Listening and Speaking Achievements in Autonomous Learning
3.4 Data Collection
3.5 Data Analysis
Chapter Four Results and Discussion
4.1 Overview
4.2 Quantitative Research
4.2.1 What is the status quo of the non-English major college students’ learning autonomy?
4.2.1.1 Results of Present Situation of Students’ Learner Autonomy
4.2.1.2 Discussion
4.2.3 What Language Learning Strategies do non-English Major Chinese Students Adopt in English Listening and Speaking Autonomous Learning?
4.2.2.1 The Frequency of Overall Strategies Use by Non-English Chinese students
4.2.2.1.2 Discussion
4.2.2.2 The Specific Strategies Use in English Listening and Speaking Autonomous Learning
4.2.2.2.2 Discussion of Specific Strategies Use
4.2.2.2.2.1 Compensation Strategies
4.2.2.2.2.2 Meta-cognitive Strategies
4.2.2.2.2.3 Affective Strategies
4.2.2.2.2.4 Social Strategies
4.2.2.2.2.5 Cognitive Strategies
4.2.2.2.2.6 Memory Strategies
4.2.2.2.3 Summary of Specific Strategies Use
4.2.3 Strategies for High and Low Achievements Groups
4.2.3.1 Results
4.2.3.2 Discussion
4.2.3.3 Summary
4.2.4 Strategies for Different Gender Groups
4.2.4.1 Results
4.2.4.2 Discussio
4.2.6 What is the Correlation between Listening and Speaking Achievements in Learner Autonomy and Language Learning Strategies Use?
4.2.5.1 Correlation between Listening and Speaking Achievements in Autonomous Learning and Language Learning Strategies Use
4.2.5.1.1 Results
4.3 Qualitative Research
4.3.1 Learner Autonomy Situation
4.3.2 Language Learning Strategies Use
4.3.3 Learner Autonomy and Learning with Teachers
4.3.4 The Relationship between Learner Autonomy and Language Learning Strategies Use
Chapter Five Conclusions
5.1 Conclusions
Pedagogical Implications
5.2.1 Raising Students’ Awareness of Leaner Autonomy and Language Learning
5.2.2 Language Learning Strategies Training
5.2.3 Changes in the Roles of Teachers and Students
5.2.4 Creating Environments for Listening and Speaking Autonomous Learning
5.3 Limitation
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