|
Abstract in English |
5-7 |
|
Abstract in Chinese |
7-8 |
|
Chapter One：Introduction |
8-12 |
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1.1 The Current situation of English listening teaching in Chinese senior high schools |
8-9 |
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1.2 The significance of me study |
9-10 |
|
1.3 The layout of the thesis |
10-12 |
|
Chapter Two：Literature Review |
12-29 |
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2.1 Learning strategies in foreign language learning |
12-18 |
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2.1.1 Definitions of learning stratejies |
12-14 |
|
2.1.2 Classifications of learning strategies |
14-15 |
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2.1.3 Learning strategies instruction models |
15-18 |
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2.1.3.1 Essential features and design of a strategies-based approach to listening |
16-18 |
|
2.2 The relevant studies of note-taking |
18-24 |
|
2.2.1 Definitions of note-taking |
18-19 |
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2.2.2 The reasons for taking notes |
19-20 |
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2.2.3 The different approaches to note-taking |
20-21 |
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2.2.4 The learning and attention processes of note-taking |
21-22 |
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2.2.5 Five subtypes of note-taking |
22-24 |
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2.3 The theoretical framework of the present study |
24-28 |
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2.3.1 The Cognitive theory |
24-25 |
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2.3.2 Learning ascognitive process |
25-27 |
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2.3.3 Representation in memory：declarative and procedural knowledge |
27-28 |
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2.4 The purpose of the present study |
28-29 |
|
Chapter Three：Research Methodology |
29-38 |
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3.1 Subjects |
29 |
|
3.2 Instruments |
29-30 |
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3.3 Procedure |
30-36 |
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3.4 A sample lesson plan |
36-38 |
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Chapter Four: Results and Discussion |
38-42 |
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4.1 Results |
38-39 |
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4.2 Discussion of the study |
39-42 |
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Chapter Five: Conclusions and Implications |
42-48 |
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5.1 Conclusions |
42-43 |
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5.2 Implications |
43-48 |
|
Bibliography |
48-51 |
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Appendix: Scripts for the sample lesson |
51-52 |
