《策略風格歸因：學會學英語》適合大學外語教師、英語專業研究生和對教育學感興趣的讀者閱讀。該書共分六個章節，它們分別是：第一章分析學習動機和成就歸因對學習策略選擇及使用的影響；第二章分析中國文化語境中英語學習者的動機、個性等獨立因素對學習效果的作用；第三章討論非英語專業大學生英語學習技巧及其對英語教學的啟示；第四章分析“協作學習”與情感因素的關繫；第五章結合結構主義理論，提出外語教學中結構主義的宏觀策略模型；第六章通過數據分析討論英語課堂中“教師話語”與學習者學習效果間的關繫。對我國大學生英語學習現況進行了較全面的分析。

《策略·風格·歸因：學會學英語》共分六個章節，它們分別是：第一章分析學習動機和成就歸因對學習策略選擇及使用的影響；第二章分析中國文化語境中英語學習者的動機、個性等獨立因素對學習效果的作用；第三章討論非英語專業大學生英語學習技巧及其對英語教學的啟示；第四章分析“協作學習”與情感因素的關繫；第五章結合結構主義理論，提出外語教學中結構主義的宏觀策略模型；第六章通過數據分析討論英語課堂中“教師話語”與學習者學習效果間的關繫。對我國大學生英語學習現況進行了較全面的分析。本書適合大學外語教師、英語專業研究生和對教育學感興趣的讀者閱讀。

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Preface
1 The Influence of Achievement Motivation and
Attributional Beliefs on EFL Learning Strategy
Use
1.1 Introduction
1.1.1 Aims of the Study
1.1.2 Terminology
1.2 Related Previous Studies and Findings
1.2.1 Studies of Learning Strategies
1.2.2 Motivation and Strategy Use
1.2.3 Attribution and Strategy Use
1.3 Methodology
1.3.1 Subjects
1.3.2 Instrumentation
1.3.3 Data Collection and Analysis Procedures
1.4 Data Analyses and Findings
1.4.1 Typical Types of Learning Strategies and Variation in Strategy Use by
Proficiency
1.4.2 Do Different Levels of Achievement Motivation Have an Effect on the Use of Learning Strategies ?
1.4.3 The Best Predictors' of Learning Strategies in Relation to the Attributional Beliefs and Causal Models of Learning Strategies Based on Attributional Beliefs
1.5 Discussions and Implications
1.5.1 Discussions
1.5.2 Implications
1.6 Summary

2 A Relationship Study of English Learning Strategies, Learning Styles and English Achievement
2.1 Introduction
2.1.1 Research Background
2.1.2 Research Purposes
2.1.3 Hypotheses
2.1.4 Definitions
2.2 Previous Studies on Learning Strategies
2.2.1 Oxford's Classification of Learning Strategies
2.2.2 Psychological Types
2.2.3 Relationship Between MBTI and Language Learning
2.2.4 Findings of Relevant Factors Influencing English Learning Strategies
……
3 Learning Techniques for Non-English Majors
4 Cooperative Learning:Affective Facyors and the Teaching of College English in
China
5 Constructivism and Macrostrategies for FLT
6 An Investigation and Analysis on Teacher Talk in EFL Classroom Context
Bibliography
Appendix 1 Language Learning Questionnaire大學生英語學習情況調查
Appendix 2 大學英語學習動機、效能感、歸因調查問卷
Appendix 3 Rules of Transcription
Appendix 4 英語課堂教師話語調查問卷

The result of the present study shows that metacognitive strategies， compensation strategies， and cognitive strategies are the best predictors of English achievement. Cognitive strategies and compensation strategies directly involve the target language. Take cognitive strategies for example， using resources help students to better understand the target language. Printed resources such as dictionaries， word lists， grammar books， and phrase books may be valuable. Encyclopedias， travel guides， magazines， and general books on culture and history can provide useful background information so that learners can better understand the spoken or written language. Resources also include tapes， TV， videocassettes， radio， museums， and exhibitions， among others. Analyzing expressions， which refers to break down a new word， phrase， sentence， or even-paragraph into its component parts， is also an effective strategy to understand English. Taking notes is another important strategy for listening and reading. Summarizing strategy can be more challenging and sometimes more useful than taking notes， because it often requires greater condensation of thought.
Compensation strategy can help students to understand contexts even if they come across difficulties. Guessing intelligently is one of the essential strategies.
Metacognitive strategy can help students to monitor and control their cognitive processing. Their English proficiency can be improved by using the metacognitive strategies of self-monitoring and self-evaluating.
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