本站原创Acknowledgements5-6
Abstract6-9
中文摘要9-11
List of ifgures and tables11-12
List of abbreviations12-13
Chapter One Introduction13-16
1.1 Overview13-14
1.2 Need of the study14
1.3 Organization of the thesis14-16
Chapter Two Literature Review16-34
2.1 Key terms and basic concepts16-25
2.1.1 Definition of reading16-19
2.1.1.1 Reading aloud17-18
2.1.1.2 Silent reading18-19
2.1.2 Definition of Language learning strategies19-21
2.1.2.1 Metacognitive strategies19-20
2.1.2.2 Cognitive strategies20-21
2.1.3 Definition of reading strategies in Engpsh learning21-23
2.1.3.1 Skimming22
2.1.3.2 Scanning22-23
2.1.3.3 Prediction23
2.1.3.4 Guessing meanings of new words23
2.1.4 Reading models23-25
2.1.4.1 Bottom-up model24
2.1.4.2 Top-down model24-25
2.1.4.3 Interactive model25
2.2 Theoretical bases25-29
2.2.1 Processing capabipty theory25-27
2.2.2 Schema theory27-28
2.2.3 Constructivi theory28-29
2.3 Related previous studies29-34
2.3.1 Studies abroad29-31
2.3.2 Studies at home31-34
Chapter Three Methodology34-39
3.1 Research questions34
3.2 Research design34-39
3.2.1. Quantitative research design34-37
3.2.1.1 Participants34-35
3.2.1.2 Instruments35-37
3.2.1.3. Data collection and analysis37
3.2.2 Quaptative research design37-39
3.2.2.1 Participants37-38
3.2.2.2 Instruments38
3.2.2.3 Data collection and analysis38-39
Chapter Four Results and Discussion39-63
4.1 Differences of the effectiveness on reading comprehension betweenReading-Aloud Group and Silent-Reading Group39-46
4.1.1 Results39-42
4.1.1.1 Overall Effect39-40
4.1.1.2 Effect on form and structure questions40-41
4.1.1.3 Effect on meaning questions41-42
4.1.2 Discussion42-46
4.1.2.1 Overall effect on reading comprehension42-43
4.1.2.2 Effect on form and structure questions and meaning questions43-46
4.2 Differences of reading strategies between Reading-Aloud Group andSilent-Reading Group46-52
4.2.1 Results46-49
4.2.1.1 Comparison of reading strategies between Reading-Aloud Group andSilent-Read ing Group46-49
4.2.2 Discussion49-52
4.2.2.1 Differences of metacognitive strategies49-51
4.2.2.2 Differences of cognitive strategies51-52
4.3 Differences of reading strategies between high-scored students and low-scoredstudents in the reading-aloud process52-58
4.3.1 Results53-55
4.3.1.1 Comparison of reading strategies between high-scored students andlow-scored students53-55
4.3.2 Discussion55-58
4.3.2.1 Differences of metacognitive strategies55-56
4.3.2.2 Differences of cognitive strategies56-58
4.4 Differences of reading strategies between high-scored students and low-scoredstudents in the silent-reading process58-63
4.4.1 Results58-60
4.4.1.1 Comparison of reading strategies between high-scored students andlow-scored students58-60
4.4.2 Discussion60-63
4.4.2.1 Differences of metacognitive strategies60-61
4.4.2.2 Differences of cognitive strategies61-63
Chapter Five Conclusions63-66
5.1 Major findings of the study63-64
5.2 Pedagogical imppcations64
5.3 Limitations and suggestions for future research64-66
References66-72
Appendixes72-78
Appendix 1 Reading comprehension test paper72-75
Appendix 2 Questionnaire75-78