| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| 1. Introduction | 第8-9页 |
| 2. Child Second Language Acquisition | 第9-16页 |
| 2.1. Children's Advantages in Second Language Acquisition | 第9-12页 |
| 2.1.1. Pronunciation | 第9-10页 |
| 2.1.2. Children's High Efficiency from both Micro and Macro Perspectives | 第10-12页 |
| 2.2. The Critical Period Hypothesis | 第12-13页 |
| 2.3. Communicative Skills Obtained by Acquisition Instead of Learning | 第13-14页 |
| 2.4. English Teaching in Today School | 第14-16页 |
| 3. Theoretical Background | 第16-20页 |
| 3.1. Krashen's Five Hypothesis | 第16-18页 |
| 3.2. Relevant Theories in Neurology and Connectionism | 第18-20页 |
| 4. Refinement and Sublimation | 第20-45页 |
| 4.1. Basic Principles | 第20-23页 |
| 4.1.1. No Omnipotent Method | 第20-21页 |
| 4.1.2. Strategies Based on Comprehensible Input | 第21-23页 |
| 4.2. Comprehensible Input at the Opening stage | 第23-36页 |
| 4.2.1. Principles at the Opening Stage | 第23-30页 |
| 4.2.2. Referential Methods at the Opening Stage | 第30-36页 |
| 4.3. Comprehensible Input at the Advanced Stage | 第36-45页 |
| 4.3.1. Principles at the Advanced Stage | 第36-40页 |
| 4.3.2. Referential Methods at the Advanced Stage | 第40-45页 |
| 5. Conclusion | 第45-48页 |
| Acknowledgments | 第48-49页 |
| Bibliography | 第49-51页 |
