本站原创Abstract5-7
摘要7-8
Contents8-11
List of Tables11-12
List of Appendices12-13
Chapter One Introduction13-17
1.1 Research background13-15
1.2 Research objective15
1.3 Research significance15-16
1.4 Structure of the thesis16-17
Chapter Two Literature Review17-27
2.1 Sepcial education for deaf students17-19
2.1.1 Special education17-18
2.1.2 Psychological and cognitive characteristics of deaf students18-19
2.2 Language learing strategies19-21
2.2.1 Studies on language learning strategies and strategies training abroad19-21
2.2.2 Studies on language learning strategies and strategies training at home21
2.3 Grammar learning strategies21-25
2.3.1 Imppcations of grammar teaching and learning for GLS22-23
2.3.2 Studie on GLS and GLS training23-25
2.4 Comments25-26
2.5 Summary26-27
Chapter Three Theoretical Framework27-36
3.1 Definition of language learning strategies and grammar learning strategies27-29
3.1.1 Definition of language learning strategies27-29
3.1.2 Definition of grammar learning strategies29
3.2 Classification of language learning strategies29-33
3.2.1 O’Malley &Chamot’s classification of language learning strategies29-31
3.2.2 Oxford’s classification of language learning strategies31-32
3.2.3 Cohen’s classification of language learning strategies32
3.2.4 Wen Qiufang’s classification of language learning strategies32
3.2.5 Classification of LLS in the Criteria of Engpsh Curriculum for Senior Middle Schools32-33
3.3 Classification of grammar learning strategies33-34
3.3.1 Influential strategies for Grammar learning33-34
3.3.2 Cheng and Zheng’s Grammar learning strategies34
3.3.3 Classification of Engpsh grammar learning strategies in this study34
3.4 Summary34-36
Chapter Four Methodology36-54
4.1 Objective of the study36
4.2 Research questions36-37
4.3 Participants37
4.4 Research instruments37-39
4.4.1 Questionnaire37-38
4.4.2 Grammar test38-39
4.5 Research procedures39-52
4.5.1 Approaches of grammar learning strategies training39-41
4.5.2 Contents of grammar learning strategies training41-48
4.5.3 Timetable of strategy training48-49
4.5.4 Teaching treament49-52
4.6 Data collection52
4.7 Data analysis52-53
4.7 Summary53-54
Chapter Five Results and Discussions54-64
5.1 Results of questionnaires54-58
5.1.1 Data analysis of the pre-questionnaire54-57
5.1.2 Data analysis of the pre-test and post-test related to RQ157-58
5.2 Results of grammar tests related to RQ258-62
5.2.1 Analysis of Pre-test between EG and CG58-59
5.2.2 Analysis of Post-test between EG and CG59-60
5.2.3 Analysis of Paired Sample T-Test of EG60-61
5.2.4 Analysis of Paired Sample T-Test of CG61-62
5.2.5 Summary and answers to RQ262
5.3 Discussions62-63
5.4 Summary63-64
Chapter Six Conclusions64-67
6.1 Major findings64-65
6.2 Pedagogical imppcations65
6.3 Limitations of the present study65-66
6.4 Suggestions for future study66-67
References67-72
Appendices72-84
Acknowledgements84