文摘
英文文摘
声明
Introduction
0.1 The Background of the Study
0.2 The Purpose of the Study
0.3 The Methodology of the Research
0.4 The Hypothesis of the Study
0.5 The Significance of the Research
0.6 The Organization of the Thesis
Chapter One Literature Review
1.1 The Current Situation in Secondary Vocational School Reading Teaching
1.1.1 Students' Current Situation
1.1.2 Teachers' Current Situation
1.2 Prevoius Approaches to Readin Teaching
1.2.1 Bottom-up Reading Approach
1.2.2 Top-down Reading Approach
1.2.3 Interactive Reading Approach
1.2.4 Schema Reading Approach
1.3 Comments
Chapter Two Systematic Theories Contributing to the Present Study
2.1 Previous Researches on Discourse Analysis
2.1.1 Discourse Analysis
2.1.2 The Main Contents of Cohesion
2.1.3 Main Researches on Discourse Analysis
2.2 The Necessity of Using Discourse Analysis in English Reading
Chapter Three A English Reading Model Based on Discourse Analysis
3.1 Patterns of Cohesive Devices in Secondary Vocational School English Teaching Material
3.1.1 Synonym
3.1.2 Near Synonym
3.1.3 Antonym
3.1.4 Superordinate and Hyponym
3.1.5 Collocation
3.2 A Model Based on Discourse Analysis
3.2.1 The Application of Reference
3.2.2 The Application of Substitution and Ellipsis
3.2.3 The Application of Conjunction
3.2.4 The Application of Lexical Cohesion
3.3 Teaching Procedures
3.3.1 Step 1 Pre-reading
3.3.2 Step 2 While-reading
3.3.3 Step 3 Post- reading
3.4 The Significance of Applying Discourse Analysis to English Reading Teaching
Chapter Four An Empirical Research
4.1 Design of the Experiment
4.1.1 Research Goal
4.1.2 Sample
4.1.3 Instrument
4.1.4 Proceclures
4.2 Results and Analysis
4.2.1 Comparison of the Results at the Beginning of the Experiment
4.2.2 Comparison of the Results at the End of the Experiment
4.2.3 Comparison of the EC Results of the Pre-test and the Post-test
4.2.4 Comparison of the CC Results of the Pre-test and the Post-test
4.2.5 Analysis of the Questionnaire Result
4.3 Discussion and Suggestions
4.4 Findings
Conclusion
Bibliography
Appendixes
Acknowledgements