| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-13页 |
| Chapter 1 Introduction | 第13-18页 |
| 1.1 The Background of the Study | 第13-16页 |
| 1.1.1 The Significance of Reading and Reading Teaching | 第13-14页 |
| 1.1.2 Current Situation of English Reading Teaching in Senior High Schools | 第14-15页 |
| 1.1.3 Emotion, Affective Education and English Reading Teaching | 第15-16页 |
| 1.2 Significance and Purpose of the Study | 第16页 |
| 1.3 Research Aims and Objectives | 第16-17页 |
| 1.4 The Organization of the Thesis | 第17-18页 |
| Chapter 2 Literature Review | 第18-26页 |
| 2.1 The Teaching Mode Based on Emotion Regulation | 第18-20页 |
| 2.1.1 The Connotative Meaning of the Teaching Mode Based on EmotionRegulation | 第18页 |
| 2.1.2 Emotional Elements Related to the Teaching Mode Based on EmotionRegulation | 第18-20页 |
| 2.2 Related Researches at Home and Abroad | 第20-24页 |
| 2.2.1 The Studies on the Teaching Mode Based on Emotion Regulation inChina | 第20-22页 |
| 2.2.2 Foreign Studies on Teaching Mode Based on Emotion Regulation | 第22-24页 |
| 2.3 The Theoretical Basis of the Teaching Mode Based on Emotion Regulation. | 第24-26页 |
| 2.3.1 The Learning Theory of Humanism | 第24-25页 |
| 2.3.2 The Theory of Emotion Psychology | 第25页 |
| 2.3.3 The Affective Filter Hypothesis | 第25-26页 |
| Chapter 3 Methodology | 第26-41页 |
| 3.1 Research Questions | 第26页 |
| 3.2 The Subjects | 第26-27页 |
| 3.3 Research Instruments | 第27-28页 |
| 3.3.1 Pre-test and Post-test | 第27页 |
| 3.3.2 Questionnaires | 第27-28页 |
| 3.3.3 Interviews | 第28页 |
| 3.4 Experimental Process | 第28-29页 |
| 3.5 Principles of the Teaching Mode Based on Emotion Regulation | 第29-32页 |
| 3.6 Procedure of the Teaching Mode Based on Emotion Regulation | 第32-34页 |
| 3.7 Effective Emotion Regulation Strategies Used in the Teaching Mode Basedon Emotion Regulation | 第34-41页 |
| 3.7.1 Active Reading | 第35页 |
| 3.7.2 Arousing Curiosity and Stimulating Thirst for Knowledge | 第35-37页 |
| 3.7.3 Arousing Interest | 第37-38页 |
| 3.7.4 Creating an Engaging and Enjoyable Experience for the Students | 第38-39页 |
| 3.7.5 Generating Moderate Anxiety | 第39-41页 |
| Chapter 4 Results and Discussion | 第41-59页 |
| 4.1 Students’ English Reading Proficiency | 第41-45页 |
| 4.1.1 Students’ English Reading Proficiency in the Experimental Class andthe Control Class before the Experiment | 第41-42页 |
| 4.1.2 Students’ English Proficiency in the Experimental Class and theControl Class after the Experiment | 第42-45页 |
| 4.2 Students’ Emotional States in English Reading | 第45-52页 |
| 4.3 Qualitative Revelation of the Students' Emotional States and English ReadingProficiency | 第52-59页 |
| 4.3.1 Teachers’ Attitude towards Students’ Emotional States and TheirInfluence on English Reading | 第52-53页 |
| 4.3.2 Students’ Emotional States before the Experiment | 第53-55页 |
| 4.3.3 Students' Emotional States and English Reading Proficiency after the Experiment | 第55-59页 |
| Chapter 5 Conclusion | 第59-63页 |
| 5.1 Major Findings | 第59-60页 |
| 5.2 Limitations of the Study | 第60页 |
| 5.3 Implications of the Study | 第60-61页 |
| 5.4 Suggestions for Further Study | 第61-63页 |
| Bibliography | 第63-66页 |
| Appendix Ⅰ Pre-test | 第66-73页 |
| Appendix Ⅱ Post-test | 第73-80页 |
| Appendix Ⅲ Questionnaire: | 第80-82页 |
| Appendix Ⅳ Interview | 第82-83页 |
| Appendix Ⅴ Papers Published During the Programme | 第83页 |
