CHAPTER 1 Introduction

1.0 Introduction

1.1 Current Trends in Research on Individual Differences in L2 Acquisition

1.2 Hypotheses and Significance of This Study

1.3 An Outline of the Book

CHAPTER 2 Review of Research on Language Learning Strategies

2.0 Introduction

2.1 Defining and Categorizing Learning Strategies

2.1.1 Defining Learning Strategies

2.1.2 Categorizing Learning Strategies

2.2 Learning Strategies and Language Learning

2.2.1 The"Good Language Learner"Studies

2.2.2 Correlational Studies Employing Statistical Procedures

2.3 Strategic Performance in Different Language Skill Areas

2.3.1 Listening

2.3.2 Speaking

2.3.3 Reading

2.3.4 Writing

2.3.5 Vocabulary Learning

2.4 Factors Affecting Choice of Language Learning Strategies

2.4.1 Cultural Heritage

2.4.2 Motivation

2.4.3 Age and Gender

2.4.4 Career Orientation

2.4.5 Educational Setting

2.5 Conclusion

CHAPTER 3 Theoretical Foundation for the Study of Language Learning Strategies in L2 Acquisition

3.0 Introduction

3.1 Theoretical Development in the Study of LLS in L2 Acquisition

3.2 Anderson's Adaptive Control of Thought（ACT）Model

3.2.1 Language Learning as Cognitive Learning

3.2.2 LLS as Cognitive Skills

3.3 Biggs's Student Approaches to Learning（SAL）Framework

3.3.1 Surface,Deep and Achieving Approaches to Learning

3.3.2 Learning Strategies in the SAL Framework

3.4 Gardner's Social-educational Model

3.4.1 The Interplay of Social-psychological Variables in the Social-educational Model

3.4.2 The Influence of Social-psychological Variables on Students'Choice of LLS

3.5 Conclusion

CHAPTER 4 Research Methodology

4.0 Introduction

4.1 The Goals of This Study

4.2 Methodological Approach

4.3 Adoption and Adaptation of the SILL

4.3.1 Procedures

4.3.2 Adaptation of the SILL

4.3.3 Limitations of the Adapted SILL

4.4 Data Collection and Analysis

4.4.1 Quantitative Study

4.4.2 Qualitative Study

4.5 Ethical Considerations

4.6 Conclusion

CHAPTER 5 The Cultural and Edueational Context of the Present Study

5.0 Introduction

5.1 The Influence of Chinese Culture on Students'Ways of Learning

5.1.1 Collectivism and Interdependent Self in the Chinese Culture

5.1.2 Socialization for Achievement

5.1.3 Attitudes to Power and Authority

5.2 Chinese Traditional Education

5.2.1 Overview of Chinese Traditional Education

5.2.2 Maxims Concerning Teaching and Learning

5.3 EFL Teaching in China

5.3.1 Development of EFL Teaching in China

5.3.2 Difficulties and Challenges for EFL Teaching in China Today

5.3.3 Common Features of Teaching and Learning English in the Chinese Context

5.3.4 Some Current Social-economic Influences on Chinese Learners of English

5.4 EFL Teaching and Learning in Chinese Universities

5.4.1 Teachers

5.4.2 Students

5.4.3 The English Intensive Reading Course in China

5.5 Conclusion

CHAPTER 6 Results

6.0 Introduction

6.1 Differences in Overall Strategy Use

6.1.1 The Quantitative Data

6.1.2 The Qualitative Data

6.2 Differences in Strategy Use in the Six SILL Categories

6.2.1 The Quantitative Data

6.2.2 The Qualitative Data

6.3 Differences in Use of Each Strategy by English Proficiency

6.3.1 The Quantitative Data

6.3.2 The Qualitative Data

6.4 Differences in Use of Each Strategy by Gender

6.5 Conclusion

CHAPTER 7 Discussion of Results：Factors Affecting Students'Use of Learning Strategies

7.0 Introduction

7.1 Cultural Factors

7.1.1 Collectivist Value

7.1.2 Self-determination

7.1.3 Perseverance

7.1.4 Teacher's Authority

7.2 Student Factors

7.2.1 English Proficiency

7.2.2 Motivation

7.2.3 Students'Approaches to Learning

7.2.4 Major Field of Study

7.2.5 Gender

7.3 Teaching Context Factors

7.3.1 Educational Pattern

7.3.2 L2 Acquisition Context

7.4 Conclusion

CHAPTER 8 Conclusions and Implications

8.0 Introduction

8.1 Summary of Major Findings in This Study

8.1.1 Findings Regarding Strategic Differences Between Individual Students

8.1.2 Findings Regarding the Influence of Chinese Culture and Education on Students'Strategy Use

8.2 Theoretical Implications

8.3 Pedagogical Implications

8.3.1 Promoting Strategy Use by Strategy Training

8.3.2 Promoting Strategy Use by Diversifying EFL Teaching Methods

8.4 Suggestions for Future Research

8.5 Conclusion

BIBLIOGRAPHY

APPENDICES

1．Classification of Learning Strategies in L2 Acquisition by Wong-Fillmore（1976）

2．Classification of Learning Strategies in L2 Acquisition by Naiman et al.（1978）

3．Classification of Learning Strategies in L2 Acquisition by Rubin（1981）

4．Classification of Learning Strategies in L2 Acquisition by Chamot and O'Malley（1994）

5．Classification of Learning Strategies in L2 Acquisition by Oxford（1990）

6．Semi-structured Interview

7．Changed Items in the Adapted SILL

8．A Letter of Invitation

9．Information Sheet（A）

10．Consent Form（A）

11．Strategy Inventory for Language Learning

12．Information Sheet（B）

13．Consent Form（B）

14．Structured Interview Guide

15．Semi-structured Interview Guide

16．A Sample of Reading Lesson Plan