| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-9页 |
| Chapter One Introduction | 第9-14页 |
| 1.1 The Background of this Study | 第9-12页 |
| 1.2 The Purpose of this Study | 第12页 |
| 1.3 Organization of this Thesis | 第12-14页 |
| Chapter Two Literature Review | 第14-23页 |
| 2.1 Stages in the Development of Spoken Language and Written Language | 第14-18页 |
| 2.1.1 The First Stage:the Primacy of Written Language over Spoken Language | 第14-15页 |
| 2.1.2 The Second Stage:the Primacy of Spoken Language over Written Language | 第15-16页 |
| 2.1.3 The Third Stage:Spoken and Written Language Regarded as Separate but Related | 第16-18页 |
| 2.2 Previous Research on the Relationship between Writing and Speaking | 第18-23页 |
| 2.2.1 Research in the Last Few Decades | 第18-20页 |
| 2.2.2 Recent Research | 第20-23页 |
| Chapter Three Relevant Theories for the Study | 第23-28页 |
| 3.1 Writing and Speaking | 第23-25页 |
| 3.2 Language Output Theory of Cognitive Psycholinguistics | 第25-26页 |
| 3.3 Halliday's Theory of Language Output | 第26-28页 |
| Chapter Four Hypotheses and Procedures of the Study | 第28-39页 |
| 4.1 Research Questions | 第28-29页 |
| 4.2 Teaching Approaches | 第29-31页 |
| 4.2.1 An Approach to Teaching Writing—Process Writing | 第29-30页 |
| 4.2.2 An Approach to Teaching Speaking—Content-Based Instruction | 第30-31页 |
| 4.3 Procedures | 第31-36页 |
| 4.3.1 Subjects | 第31-32页 |
| 4.3.2 A Sample for Writing | 第32-35页 |
| 4.3.3 A Sample for Speaking | 第35-36页 |
| 4.4 Instruments | 第36-39页 |
| 4.4.1 An Introduction to T-unit Measure and SPSS | 第36-37页 |
| 4.4.2 Method | 第37-39页 |
| Chapter Five Data Analysis and Main Findings | 第39-50页 |
| 5.1 Data Analysis | 第39-46页 |
| 5.2 Data Analysis of the Questionnaire | 第46-48页 |
| 5.3 Main Findings of the Study | 第48-50页 |
| Chapter Six Conclusions | 第50-54页 |
| 6.1 Conclusions | 第50-51页 |
| 6.2 Pedagogical Implications | 第51-53页 |
| 6.3 Limitations of the Study and Suggestions for Further Study | 第53-54页 |
| Bibliography | 第54-59页 |
| APPENDIX A | 第59-60页 |
| APPENDIX B | 第60页 |
