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89-90
3.5.4 The Audio-lingual Method 90
3.5.5 The Communicative Teaching Method 90-91
3.5.6 Hypotheses of Conscious Learning 91
3.5.7 Hypotheses of Noticing 91-98
3.5.8 The Method of Implicit Learning 98
3.5.9 Constructing the Mode of Conscious Learning 98-100
Chapter Four Research Design, Data Collection and Analysis 100-117
4.1 Objectives 100
4.2 Participants and Instrument 100-102
4.2.1 Participants of the Test 100-101
4.2.2 Research Instrument 101-102
4.2.3 Reliability and Validity 102
4.3 Data Collection 102-106
4.3.1 The Use of Learning Strategies by Students 102-104
4.3.2 T-test of the General Strategies Used by the Students 104-106
4.4 Data Analysis of the Commonly Used Learning Strategies 106-108
4.4.1 Description of Metacognitive Strategies 106
4.4.2 Description of Cognitive Strategies 106-107
4.4.3 Description of Social/affective Strategies 107-108
4.5 Analysis of the Research 108-115
4.5.1 Research Background 108
4.5.2 Analytical Process 108
4.5.3 Sample Information 108-111
4.5.4 Data Analysis of Conscious Learning and Learning Strategies 111
4.5.5 Data Analysis of Conscious Learning and Achievements 111-112
4.5.6 Data Analysis of Motivation by Efficient and Less Efficient Learners 112-113
4.5.7 Data Analysis of CET Scores and Learning Strategies 113-114
4.5.8 Data Analysis of Art, Science Students and Learning Strategies 114
4.5.9 Data Analysis of Satisfaction for Teacher’s Teaching Method 114-115
4.6 Reliability of the Research 115-117
Chapter Five Findings and Discussion 117-135
5.1 Relationship between Consciousness and Learning Strategy 117-123
5.1.1 Strategies Used by Efficient and Less Efficient Students 117-118
5.1.2 Causes of the Difference 118
5.1.3 Differences on the Use of Metacognitve Strategies 118-119
5.1.4 Differences on the Use of Cognitive Strategies 119-120
5.1.5 Differences on the Use of Social/Affective Strategies 120-121
5.1.6 The Role Consciousness Plays in Strategy Use 121-122
5.1.7 Conscious Learning Contributing to Learning Strategies 122-123
5.2 Relationship between Consciousness and Learning Style 123-125
5.3 Relationship between Consciousness and Motivation 125-128
5.3.1 Effect of Motivation 125-127
5.3.2 Increasing Motivation 127-128
5.4 Relationship between Consciousness and Attitude 128-129
5.5 Relationship between Consciousness and Achievement 129-132
5.5.1 Achievement Comparison between English Majors 129-131
5.5.2 Achievement Comparison between Non-English Majors 131-132
5.6 Benefits of Conscious Learning 132-135
5.6.1 Increasing Self-Esteem 132-133
5.6.2 Reducing Anxiety 133
5.6.3 Developing Communicative Competence 133-134
5.6.4 Developing Affective Competence 134
5.6.5 Developing Interpersonal Competence 134-135
Chaptert Six Pedagogical Implications 135-150
6.1 Implications for Teachers 135-143
6.1.1 Motivate Teaching Practice with Consciousness 135-138
6.1.2 Offer Strategy Training with Consciousness 138-141
6.1.3 Strategies for the Teachers 141-143
6.2 Implications for Teaching 143-146
6.3 Implications for Learners 146-150
Chaptert Seven Conclusion 150-157
7.1 Summary of the Study 150-153
7.2 Significance of the Study 153-154
7.3 Limitations and Suggestions 154-157
Notes 157-158
Bibliography 158-171
Appendices 171-203
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