| Abstract | 第1-6页 |
| 摘要 | 第6-11页 |
| Introduction | 第11-16页 |
| Chapter One Psychological and Physiological Basis of English Input | 第16-28页 |
| ·Cognitive Psychology and Physiology in the Process of Listening Comprehension | 第16-21页 |
| ·Auditory Perception and Attention | 第17-18页 |
| ·The Physiological Factors Affecting Listening | 第18-20页 |
| ·Speaking Speed | 第18-19页 |
| ·The Familiar Degree | 第19页 |
| ·Attention Span | 第19-20页 |
| ·Memory Span | 第20页 |
| ·Psychological Factors Affecting Listening | 第20-21页 |
| ·Initiative | 第20-21页 |
| ·Fake Listening | 第21页 |
| ·Over Attention | 第21页 |
| ·The Process of Reading Comprehension | 第21-24页 |
| ·Declarative Knowledge & Procedural Knowledge | 第24-26页 |
| ·Summary | 第26-28页 |
| Chapter Two Cognitive Styles and Learning Strategies in Foreign Language Input | 第28-48页 |
| ·Cognitive Learning Styles | 第28-32页 |
| ·Sensory Learning Styles | 第29-30页 |
| ·Field Independence(FI)& Field Dependence(FD) | 第30-32页 |
| ·Cognitive Strategies | 第32-39页 |
| ·Brief History of Cognitive Strategy Studies | 第32-39页 |
| ·Cognitive Listening Strategies | 第34-38页 |
| ·Cognitive Reading Strategies | 第38-39页 |
| ·Meta-cognitive Strategies | 第39-48页 |
| ·Functions of Meta-cognition | 第40-41页 |
| ·Meta-cognition in Listening Comprehension | 第41-45页 |
| ·Strategies before Listening | 第42-43页 |
| ·Strategies in Listening | 第43-44页 |
| ·Strategies after Listening | 第44-45页 |
| ·Meta-cognition in Reading Comprehension | 第45-48页 |
| Chapter Three An Investigation and Analysis of Chinese College Students' Cognitive Status Quo in English Input | 第48-58页 |
| ·Description of the Present Study | 第48-50页 |
| ·Questionnaire | 第48-50页 |
| ·Interview | 第50页 |
| ·Findings and Analysis | 第50-58页 |
| ·Extroversion & Introversion | 第50-52页 |
| ·Channels to Take in Information | 第52-54页 |
| ·Using English Learning Strategies | 第54-58页 |
| Chapter Four Practical Implications for College English Teaching | 第58-69页 |
| ·Helping Students Know,Perfect and Make Good Use of Their Own Learning Styles | 第58-61页 |
| ·Promoting Students' Learning Efficiency and Independent Learning with Strong Sense of Meta-cognitive Strategies | 第61-65页 |
| ·Raising Students' Meta-cognition Awareness of Reading Comprehension | 第63页 |
| ·Giving Controlled Training | 第63-64页 |
| ·Evaluating the Initial Stage in Each Reading Process | 第64页 |
| ·Creating a Meta-cognitive Learning Environment | 第64-65页 |
| ·Improving Students' Strategy Sense and Enriching the Contents of Cognitive Strategies | 第65-69页 |
| Conclusion | 第69-71页 |
| Bibliography | 第71-75页 |
| Appendixes | 第75-81页 |
| Acknowledgements | 第81-83页 |
