| 摘要 | 第3-4页 |
| Abstract | 第4-5页 |
| Abbreviations | 第10-11页 |
| Chapter One Introduction | 第11-14页 |
| 1.1 Background of the Research | 第11-12页 |
| 1.2 Purpose and Significance of the Research | 第12-13页 |
| 1.2.1 Purpose of the Research | 第12页 |
| 1.2.2 Significance of the Research | 第12-13页 |
| 1.3 Structure of the Thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-28页 |
| 2.1 Definition and Classifications of Washback | 第14页 |
| 2.2 Theoretical Basis | 第14-17页 |
| 2.2.1 Alderson & Wall's Washback Hypothesis | 第14-15页 |
| 2.2.2 Arthur Hughes & Bailey's "PPP" Basic Model of Washback | 第15-17页 |
| 2.2.3 Prodromou's Overt and Covert Washback | 第17页 |
| 2.3 Previous Researches on Washback | 第17-24页 |
| 2.3.1 Washback Researches Abroad | 第18-21页 |
| 2.3.2 Washback Researches in China | 第21-24页 |
| 2.4 Overview of Rational Cloze in NMET | 第24-28页 |
| 2.4.1 Brief Introduction of Rational Cloze in NMET | 第24-25页 |
| 2.4.2 Characteristics of Rational Cloze in NMET | 第25页 |
| 2.4.3 Comparison with the Rational Cloze in NMET in Recent Three Years | 第25-28页 |
| Chapter Three Research Design | 第28-34页 |
| 3.1 Research Questions | 第28页 |
| 3.2 Research Subjects | 第28页 |
| 3.3 Instruments | 第28-32页 |
| 3.3.1 Questionnaire | 第28-30页 |
| 3.3.2 Observation in Class | 第30-31页 |
| 3.3.3 Interview | 第31-32页 |
| 3.4 Data Collection | 第32页 |
| 3.5 Data Analysis | 第32-34页 |
| Chapter Four Results and Discussion | 第34-55页 |
| 4.1 Questionnaire for Teachers | 第34-43页 |
| 4.1.1 Teachers' Perception of the Rational Cloze in NMET | 第34-36页 |
| 4.1.2 Influence on Perception of Grammar Teaching | 第36-37页 |
| 4.1.3 Influence on Contents of Grammar Teaching | 第37-39页 |
| 4.1.4 Influence on Materials of Grammar Teaching | 第39-40页 |
| 4.1.5 Influence on Methods of Grammar Teaching | 第40-42页 |
| 4.1.6 Influence on Evaluation Standards of Grammar Teaching | 第42-43页 |
| 4.2 Questionnaire for Students | 第43-49页 |
| 4.2.1 Students' Perspective to the Rational Cloze in NMET | 第43-44页 |
| 4.2.2 Influence on Perception of Grammar Learning | 第44-45页 |
| 4.2.3 Influence on Contents of Grammar Learning | 第45-47页 |
| 4.2.4 Influence on Methods of Grammar Learning | 第47页 |
| 4.2.5 Influence on Self-assessment Standards of Grammar Learning | 第47-49页 |
| 4.3 Observation in Class | 第49-51页 |
| 4.3.1 Usage of Time in Grammar Teaching | 第49-50页 |
| 4.3.2 Usage of Activities Involved in Grammar Teaching | 第50-51页 |
| 4.4 Interview | 第51-55页 |
| 4.4.1 Teaching Contents and Teaching Rhythm | 第52-53页 |
| 4.4.2 Teaching Process | 第53-55页 |
| Chapter Five Implications | 第55-61页 |
| 5.1 Implications for Teachers | 第55-59页 |
| 5.1.1 Reviewing Grammar Teaching Principles | 第55-56页 |
| 5.1.2 Strengthening the Guidance of Grammar Learning Strategies | 第56-58页 |
| 5.1.3 Reforming Grammar Teaching Methods | 第58-59页 |
| 5.2 Implications for Senior High School Students | 第59-61页 |
| 5.2.1 Avoiding Falling into Rote Learning Habits in Grammar Rules | 第59-60页 |
| 5.2.2 Knowing about Words Spelling to Strengthen the Basic Knowledge | 第60页 |
| 5.2.3 Cultivating the Ability to Analyze Sentence Structures and Components | 第60页 |
| 5.2.4 Improving the Reading Ability and Increasing the Discourse Understanding Ability Training | 第60-61页 |
| Chapter Six Conclusion | 第61-64页 |
| 6.1 Findings | 第61-62页 |
| 6.2 Limitations of the Research | 第62页 |
| 6.3 Suggestions for Further Research | 第62-64页 |
| Appendices | 第64-70页 |
| References | 第70-73页 |
| Acknowledgements | 第73-74页 |
