| Abstract | 第1-6页 |
| 摘要 | 第6-11页 |
| Chapter One Introduction | 第11-16页 |
| ·Significance of the present research | 第11-13页 |
| ·Aims of the present research | 第13-14页 |
| ·Methodology of the present research | 第14页 |
| ·Organization of the thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-36页 |
| ·Social constructivism | 第16-28页 |
| ·Key philosophical schools of constructivism | 第16-20页 |
| ·Cognitive Constructivism | 第16-18页 |
| ·Radical constructivism | 第18-19页 |
| ·Social constructivism | 第19-20页 |
| ·Key educational ideas of social constructivism | 第20-25页 |
| ·Three assumptions | 第20-22页 |
| ·Key educational psychological ideas | 第22-23页 |
| ·Social constructivist teaching techniques | 第23-25页 |
| ·Application of social constructivism in TEFL | 第25-28页 |
| ·Social constructivist perspectives on TEFL | 第25-26页 |
| ·The application of social constructivism | 第26-28页 |
| ·Previous studies of English extensive reading | 第28-34页 |
| ·Studies abroad | 第28-29页 |
| ·Studies at home | 第29-33页 |
| ·Theoretical studies | 第30-31页 |
| ·Empirical studies | 第31-33页 |
| ·Reading competence | 第33-34页 |
| ·Critical appraisal of existing researches | 第34-36页 |
| Chapter Three A proposed Model for the Present Research | 第36-54页 |
| ·Williams and Burden’s Social Constructivist Model of TEFL | 第36-38页 |
| ·Guidelines from social constructivism and SCM | 第38-47页 |
| ·Teacher’s role | 第38-41页 |
| ·Learner’s role | 第41-43页 |
| ·Tasks | 第43-45页 |
| ·Definitions and components of tasks | 第43-44页 |
| ·An educational perspective on tasks | 第44-45页 |
| ·Principles of designing tasks | 第45页 |
| ·Learning contexts | 第45-47页 |
| ·A proposed social constructivist model of English extensive-reading teaching | 第47-50页 |
| ·A sample lesson | 第50-54页 |
| Chapter Four An Empirical Study of the Proposed Model | 第54-63页 |
| ·Research design | 第54-58页 |
| ·The purpose | 第54页 |
| ·The subjects | 第54-55页 |
| ·Instruments | 第55-57页 |
| ·Reading comprehension tests | 第55-57页 |
| ·Reading speed tests | 第57页 |
| ·SPSS software | 第57页 |
| ·Data collection | 第57-58页 |
| ·Findings | 第58-63页 |
| ·Pre-tests | 第58-60页 |
| ·Post-tests | 第60-63页 |
| Chapter Five Discussion | 第63-75页 |
| ·The scaffolding of the teacher and the learner-learner cooperation | 第63-68页 |
| ·Scaffolding of the teacher | 第63-65页 |
| ·The learner-learner cooperation | 第65-68页 |
| ·The contributions of the model to the learners’reading competence | 第68-71页 |
| ·The contribution to the reading rate abilities | 第68-69页 |
| ·The contribution to the reading comprehension accuracy | 第69-71页 |
| ·Other benefits of the extensive reading programme | 第71-73页 |
| ·The characteristics of the present programme | 第73-75页 |
| Chapter Six Conclusion | 第75-79页 |
| ·Major findings and implications | 第75-77页 |
| ·Major contributions | 第77-78页 |
| ·Limitations and further studies | 第78-79页 |
| Bibliography | 第79-85页 |
| Appendices | 第85-108页 |
| Appendix 1 Reading comprehension tests (pre-test and post-test ) | 第85-94页 |
| Appendix 2 Reading speed test material | 第94-95页 |
| Appendix 3 Extensive reading books | 第95-96页 |
| Appendix 4 Data from the experiment | 第96-108页 |
| Acknowledgements | 第108-109页 |
| Academic Achievements | 第109页 |
