声明
摘要
Abstract
Contents
List of Abbreviations
List of Tables
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Definition of Readability
2.2 Factors Influencing Readability
2.3 Measurement of Readability
2.3.1 Classic Readability Formulas
2.3.2 Coh-Metrix Text Easability Assessor
2.4 Previous Empirical Studies on Readability
2.4.1 Empirical Studies on the Readability of Textbooks
2.4.2 Empirical Studies on the Readability of Examinations
Chapter Three Research Design
3.1 Research Questions
3.2 Research Data
3.3 Instruments
3.4 Procedures
Chapter Four Results and Discussion
4.1 Unidimensional Reading Ease Analyses
4.1.1 Reading Ease of Textbooks
4.1.2 Reading Ease of Examinations
4.1.3 A Comparison of Reading Ease between Textbooks and Examinations
4.2 Multidimensional Text Easability Analyses
4.2.1 Narrativity of Textbooks and Examinations
4.2.2 Word Concreteness of Textbooks and Examinations
4.2.3 Syntactic Simplicity of Textbooks and Examinations
4.2.4 Referential Cohesion of Textbooks and Examinations
4.2.5 Deep Cohesion of Textbooks and Examinations
Chapter Five Conclusion
5.1 Major Research Findings
5.2 Theoretical Implications
5.3 Pedagogical Implications
5.4 Limitations and Suggestions for Further Exploration
5.4.1 Limitations
5.4.2 Suggestions for Further Research
References
Acknowledgments