| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| Chapter One Introduction | 第11-14页 |
| ·Research Background | 第11-12页 |
| ·Purpose and Significance of the Study | 第12页 |
| ·Outline of the Thesis | 第12-14页 |
| Chapter Two Theoretical Perspectives | 第14-27页 |
| ·Introduction | 第14页 |
| ·Theories on Reading Comprehension | 第14-17页 |
| ·Conceptualization of Reading Comprehension | 第14页 |
| ·Reading Comprehension Levels | 第14-15页 |
| ·Reading Comprehension Models | 第15-17页 |
| ·Theories on Working Memory | 第17-25页 |
| ·Working Memory Models | 第17-19页 |
| ·Baddeley's Multiple Components Model | 第17-18页 |
| ·Long-Term Working Memory Model | 第18-19页 |
| ·Working Memory in Human Information Processing System | 第19-21页 |
| ·Working Memory Measures | 第21-23页 |
| ·Theories on Individual Differences in Working Memory Capacity | 第23-25页 |
| ·Theories on Relationship between Working Memory and Language Comprehension | 第25-27页 |
| Chapter Three Literature Review | 第27-32页 |
| ·Introduction | 第27页 |
| ·Studies Carried Out Abroad | 第27-29页 |
| ·Studies Carried Out Home | 第29-30页 |
| ·Limitations of Previous Research | 第30-31页 |
| ·Research Questions | 第31-32页 |
| Chapter Four Research Design and Methodology | 第32-41页 |
| ·Hypotheses | 第32页 |
| ·Time | 第32页 |
| ·Subjects | 第32-33页 |
| ·Materials | 第33-36页 |
| ·Reading Span Test (RST) | 第33-35页 |
| ·English Reading Comprehension Test | 第35-36页 |
| ·Variables | 第36-39页 |
| ·Procedure | 第39-41页 |
| ·Administering Reading Span Test | 第39页 |
| ·Administering English Reading Comprehension Task | 第39-41页 |
| Chapter Five Results and Discussion | 第41-62页 |
| ·Results | 第41-47页 |
| ·Reading Span Test | 第41-43页 |
| ·English Reading Comprehension Test | 第43-46页 |
| ·The Relationship between English Proficiency and Working Memory Capacity | 第46-47页 |
| ·The Results of T-test on the Difference Concerned in Gender | 第47页 |
| ·Discussion | 第47-62页 |
| ·Working Memory Capacity Has High and Positive Correlation with Learners' L2 Reading Ability | 第48-56页 |
| ·Working Memory Capacity Has High and Positive Correlation with Learner's English Proficiency | 第56-58页 |
| ·Training Working Memory | 第58-60页 |
| ·Working Memory Capacity Is Not Correlated with Learners' Gender | 第60-62页 |
| Chapter Six Conclusion | 第62-68页 |
| ·Major Findings | 第62页 |
| ·Methodological Implications | 第62-63页 |
| ·Pedagogical Implications | 第63-66页 |
| ·From Teachers' Perspective | 第63-65页 |
| ·Teaching Vocabulary Learning Skills | 第63页 |
| ·Teaching Passage Reading Skills | 第63-64页 |
| ·Choosing Appropriate Reading Materials | 第64-65页 |
| ·Changing Students' Bad Reading Habits | 第65页 |
| ·From Learners' Perspective | 第65-66页 |
| ·Limitations of the Research | 第66-68页 |
| Bibliography | 第68-72页 |
| Appendices | 第72-83页 |
| Appendix A | 第72-75页 |
| Appendix B | 第75-83页 |
| Acknowledgements | 第83页 |
