| Synopsis | 第1-19页 |
| Introduction | 第19-24页 |
| Chapter One Comprehensible Input and Second Language Acquisition | 第24-48页 |
| ·Comprehensible input | 第24页 |
| ·Krashen's five hypotheses | 第24-27页 |
| ·The Acquisition-Learning Hypothesis | 第24-25页 |
| ·The Natural Order Hypothesis | 第25页 |
| ·The Monitor Hypothesis | 第25-26页 |
| ·The Input Hypothesis | 第26-27页 |
| ·The Affective Filter Hypothesis | 第27页 |
| ·Comprehensible input studies | 第27-44页 |
| ·Krashen's studies on comprehensible input | 第27-32页 |
| ·Long's studies on xomprehensible input | 第32-33页 |
| ·Critiques of Krashen's input hypothesis | 第33-44页 |
| ·Another evaluation of Krashen's theory | 第44-48页 |
| Chapter Two Implications for English Teaching | 第48-79页 |
| ·The status of English teaching in a technical secondary school | 第48-49页 |
| ·Removing students' psychological block in learning | 第49-57页 |
| ·Let students know English is language rather than a subject | 第49-50页 |
| ·Try not to correct student's pronunciation in public | 第50-51页 |
| ·Using games | 第51-53页 |
| ·Using songs | 第53-57页 |
| ·Paying more attention to the characteristics of language input | 第57-75页 |
| ·Language input for listening comprehension | 第58-62页 |
| ·Language input for reading | 第62-64页 |
| ·Language input for speaking | 第64-68页 |
| ·Language input must be sufficient | 第68-72页 |
| ·Improve language acquisition environment on macro-level | 第72-75页 |
| ·the role of first language | 第75-79页 |
| ·Help make English input more comprehensible | 第75-76页 |
| ·Foster Chinese teaching and learning | 第76-79页 |
| CONCLUSION | 第79-80页 |
| BIBLIOGRAPHY | 第80-84页 |
| SUMMARY(CHINESE) | 第84-91页 |
