| Abstract | 第1-6页 |
| 摘要 | 第6-7页 |
| Contents | 第7-9页 |
| Introduction | 第9-13页 |
| Chapter One An Overview of Public Signs | 第13-33页 |
| ·Public Signs | 第13-21页 |
| ·Definition of Public Signs | 第13-14页 |
| ·TheApplications of Public Sign | 第14页 |
| ·The Classifications of Public Signs | 第14-19页 |
| ·Language Features of Public Signs | 第19-21页 |
| ·Classifications of Problems in the C-ETranslation of Public Signs | 第21-29页 |
| ·Classifications by Experts | 第21-23页 |
| ·Errors in the Linguistic Level | 第23-27页 |
| ·Errors in the Cultural Level | 第27-29页 |
| ·Principles for C-ETranslation of Public Signs | 第29-31页 |
| ·Conciseness | 第29页 |
| ·Consistency | 第29-30页 |
| ·Comprehensibility | 第30-31页 |
| ·Limitations of the Previous Studyof Public Signs | 第31-33页 |
| ·Little Guidance of Theoretical Basis | 第31页 |
| ·Repetition and DisunityofTerminology | 第31-32页 |
| ·NoAppropriate Solving Strategies | 第32-33页 |
| Chapter Two Theoretical Foundations of the Study | 第33-45页 |
| ·ContrastiveAnalysis | 第33-36页 |
| ·An Overview of ContrastiveAnalysis (CA) | 第33-35页 |
| ·PedagogicalApplications of CA | 第35-36页 |
| ·Evaluation of CA | 第36页 |
| ·ErrorAnalysis | 第36-40页 |
| ·An Overview of ErrorAnalysis (EA) | 第36-40页 |
| ·PedagogicalApplications of EA | 第40页 |
| ·Assessment of EA | 第40页 |
| ·Input Hypothesis | 第40-45页 |
| ·An Overview of Input Hypothesis | 第40-42页 |
| ·The PedagogicalApplications of Input Hypothesis | 第42-43页 |
| ·The Evaluation of Input Hypothesis | 第43-45页 |
| Chapter Three Probing into the Misinterpretation of Public Signs | 第45-62页 |
| ·Sample Collection | 第45-46页 |
| ·DataAnalysis | 第46-56页 |
| ·Substance Errors | 第47-48页 |
| ·Text Errors | 第48-55页 |
| ·Discourse Errors | 第55-56页 |
| ·Pragmatic Errors | 第56页 |
| ·Reasons for Misinterpretation of Public Signs | 第56-62页 |
| ·Differences between Chinese and English | 第57-60页 |
| ·Insufficient Exposure toAuthentic Materials | 第60页 |
| ·Carelessness | 第60-62页 |
| Chapter Four Implications to College EnglishTeaching | 第62-75页 |
| ·Improving the Quality of Teacher Talk within Class Hours | 第62-65页 |
| ·An Overview of Teacher Talk | 第62-63页 |
| ·Correcting Errors | 第63-64页 |
| ·Expanding the Students’Encyclopedic Knowledge | 第64-65页 |
| ·Increasing theVolume ofAuthentic Input through Diverse Sources | 第65-66页 |
| ·The Sources ofAuthentic Input | 第65-66页 |
| ·The Choice ofAuthentic Input | 第66页 |
| ·Rendering the Classroom Teaching More Communication-Oriented | 第66-70页 |
| ·The Grammar-translation Method | 第67-68页 |
| ·The CommunicativeApproach | 第68-70页 |
| ·Integrating Classroom Teaching with Practice | 第70-72页 |
| ·Avoiding UnnecessaryWords | 第70-71页 |
| ·The Use of Particular Sentence Structures | 第71-72页 |
| ·Keeping theAppropriate Mood | 第72页 |
| ·Rendering the Classroom Teaching Bilingually and Biculturally | 第72-75页 |
| Conclusion | 第75-77页 |
| References | 第77-82页 |
| Appendix | 第82-85页 |
| Acknowledgements | 第85页 |
