声明
摘要
Abstract
Contents
Chapter One Introduction
1．1 Background of the Study
1．2 Purpose of the Study
1．3 Significance of the Study
Chapter Two Literature Review
2．1 Definition of Inferenee
2．2 Categorizations of Inference
2．3 The Relationship between Reading Comprehension and Teaching Inferencing
2．3．1 Schema Theory in English Reading Teaching
2．3．2 Constructivist Learning Theory in English Reading Teaching
2．4 Approach and Strategies of Teaching Inferencing
2．4．1 Explicit Instruction
2．4．2 Developing Infereneing in Discourse
2．5 Existing Studies on Inferencing
2．5．1 Existing Studies on Lexieal Infereneing
2．5．2 Existing studies on Textual lnfereneing
2．6 Theoretical Framework
2．6．1 Lexieal Infereneing Strategies
2．6．2 Textual Infereneing Strategies
2．7 Summary
Chapter Three Methodology
3．1 Research Questions
3．2 Subjects
3．3 Instruments
3．3．1 The Questionnaire
3．3．2 Reading Tests
3．3．3 Classroom Observation
3．3．4 The Interview with the teachers
3．4 Data Collection
3．5 Methods for Data Analysis
3．5．1 Analyzing the Data from the Questionnaire
3．5．2 Analyzing the Data from the Reading Tests
3．5．3 Analyzing the Data form Classroom Observation
3．5．4 Analyzing the data from the Interview
Chapter Four Results and Discussion
4．1 Results from the Questionnaire
4．1．1 Students’ Reading Comprehension Ability
4．1．2 Students’ Attitudes to Inference Ability
4．1．3 Teachers’ Inferencing Teaching
4．2 Results from the Reading Tests
4．2．1 Students’ Performance on Lexical Inference
4．2．2 Students’ Performance on Textual Inferenee
4．3 Results from Classroom 0bservation
4．3．1 Strategies Applied at the Lexieal Level
4．3．2 Students’ Learning Performances on the Lexical Inferencing Strategies
4．3．3 Strategies Applied at the Textual Level
4．3．4 Students’ Learning Performances on the Textual Infereneing Strategies
4．4 Results from the interview
4．4．1 Teacher’s Understanding of lnference Ability
4．4．2．Teachers’ Abilities of Recognizing Inferring Questions
4．5 Discussion of the results
4．5．1 The Strategies of Inference Ability at the Lexical Level
4．5．2 The Strategies of Inference Ability at the Textual Level
4．5．3 Existing Problems and Ways of Improving Learners’ Inference Ability
Chapter Five Conclusions
5．1 The Major Findings
5．2 Implications
5．3 Limitations
5．4 Suggestions for Future Research
Bibliography
Appendices
Acknowledgements
四川师范大学;
