| 中文摘要 | 第1-6页 |
| Abstract in English | 第6-12页 |
| Chapter 1 Introduction | 第12-15页 |
| ·Background Of the Research | 第12-14页 |
| ·Objectives and Research Questions | 第14页 |
| ·Layout of the Thesis | 第14-15页 |
| Chapter 2 Literature Review | 第15-23页 |
| ·The Definition of Syntactic PE | 第15页 |
| ·Paradigms Invented in Efforts to Measure Syntactic PE Scientifically | 第15-18页 |
| ·Bock’s Picture-description Paradigm | 第15-16页 |
| ·Pickering and Branigan’s Sentence-completion Paradigm | 第16-17页 |
| ·Potter and Lombardi’s Sentence-immediate-recall Paradigm | 第17-18页 |
| ·Hartsuiker’s Computer-mediated-written-dialogue Paradigm and Translation-equivalent Paradigm | 第18页 |
| ·Corely and Scheepers’Internet-based Paradigm | 第18页 |
| ·Relevant Studies Abroad and Home | 第18-22页 |
| ·Studies Abroad | 第18-21页 |
| ·Studies Carried out at Home | 第21-22页 |
| ·The Value of the Current Study | 第22-23页 |
| Chapter 3 Theoretical Underpinnings | 第23-30页 |
| ·Two Theories Emerging from Studies on Syntactic Repetition | 第23页 |
| ·Theories of Two-stage Account and One-stage Account in Language Production | 第23-25页 |
| ·Two-stage Account | 第24页 |
| ·One-stage Account | 第24-25页 |
| ·Bock and Levelt’s Spreading Activation Model of Lexical Access and Its Development | 第25-28页 |
| ·Interactive Activation Model | 第28-29页 |
| ·The Meme Theory | 第29页 |
| ·A Summary of the Theoretical Underpinnings | 第29-30页 |
| Chapter 4 Research Design | 第30-38页 |
| ·The Null Hypotheses | 第30页 |
| ·Research Method | 第30页 |
| ·Subjects | 第30-31页 |
| ·Instruments | 第31-34页 |
| ·Variables | 第34-35页 |
| ·Procedures | 第35-36页 |
| ·A Pilot Test | 第35页 |
| ·Implementation of the Experiment | 第35-36页 |
| ·Scoring | 第36-37页 |
| ·Scoring for the Dative | 第36-37页 |
| ·Scoring for the Transitive | 第37页 |
| ·Tools for Statistical Analysis | 第37-38页 |
| Chapter 5 Findings | 第38-47页 |
| ·Descriptive Statistics of Raw Data of Two Syntactic Types | 第38-40页 |
| ·Comparison on the Syntactic PE between the Two Levels of FL Proficiencies | 第40-43页 |
| ·Comparisons on PE and RT under Different Conditions of Each Syntactic Type | 第43-44页 |
| ·The Results of Correlation Analysis on RT (ms) of Four Priming Conditions | 第44-47页 |
| Chapter 6 Discussion | 第47-55页 |
| ·Syntactic PE Exists among University English Learners of Our Country | 第48-50页 |
| ·Syntactic PE Is Related to the Learners’English Proficiency | 第50-51页 |
| ·PE of PO and Active are Stronger than those of DO and Passive | 第51-53页 |
| ·Positive Correlations of RT Arise between Utterances under Different Priming Conditions | 第53-55页 |
| Chapter 7 Conclusion | 第55-59页 |
| ·Conclusion of the Research | 第55-56页 |
| ·Implications to Pedagogy | 第56-57页 |
| ·Limitation of the Research | 第57-59页 |
| Bibliography | 第59-63页 |
| Appendices | 第63-65页 |
| Appendix A | 第63-64页 |
| Appendix B | 第64-65页 |
| Abbreviations | 第65-66页 |
| Lists of Figures and Tables | 第66-67页 |
| Publications During the Postgraduate Program | 第67-68页 |
| Acknowledgements | 第68-69页 |
