声明
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Significance
1.2.1 Pedagogical Significance
1.2.2 Theoretical Significance
1.3 Framework of this Thesis
CHAPTER TWO LITERATURE REVIEW
2.1Definition of Reading Ability
2.2Morphological as a universal metalinguistic skill of reading
2.3Morphological as language-specific construct:Chinese versus English
2.4Studies on the effects of L2 morphological awareness on L2 reading
2.5Cross-language transfer of L1 morphological awareness to L2 reading
2.6Research Questions
CHAPTER THREE RESEARCH DESIGN
3.1 Participants
3.2 Instruments
3.2.1 Measures for Chinese MA
3.2.2Measures for English MA
3.2.4English Reading Comprehension at Sentence and Passage Level
3.3 Training Program
3.4 Training Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
4.1Results of Pre-test
4.1.1Analysis of Reading Test Statistics
4.1.2Analysis of MA Test Statistics
4.2Results and Discussion of Post-test
4.2.1Results of Question One:English MA and English Reading Ability
4.2.2Results of Question Two: Chinese MA and English Reading Ability
4.2.3Results of Research Question Three: Chinese MA VS English MA
4.3 Discussion
4.3.1Within-language effect of English MA on English Reading Ability
4.3.2 Cross-language transfer of Chinese MA to English Reading Ability
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Implications
5.2.1 Theoretical Implications
5.2.2 Pedagogical Implications
5.3 Limitations and Suggestions
参考文献
APPENDICES
Appendix 1: English Morphological Awareness for Fre-testing and Post-testing
Appendix2:Chinese Morphological Awareness for Pre-testing and Post-testing
Appendix 3:Word Reading for Pre-testing
Appendix 4:Word Reading for Post-testing
Appendix5:Pre-testing Paper of English Reading Ability
Appendix6:Post-testing Paper of English Reading Ability
Appendix 6:Data of Pre-test
Appendix6:Data of Post-test
Appendix7:Original Data of Pre-test of Reading among 135 Students
致谢
