| Acknowledgements | 第1-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第5-9页 |
| 1. Introduction | 第9-12页 |
| ·The scope of psycholinguistics | 第9页 |
| ·The object of psycholinguistic research | 第9-10页 |
| ·Psycholinguistic perspective of reading comprehension | 第10-12页 |
| 2. Literature Review | 第12-23页 |
| ·The research methods of psycholinguistics | 第12-13页 |
| ·Psycholinguistic process and understanding | 第13-15页 |
| ·The information processing system | 第13页 |
| ·Sensory stores | 第13-14页 |
| ·Working memory | 第14页 |
| ·Permanent memory | 第14页 |
| ·Relevance for language processing | 第14-15页 |
| ·Ways of language processing | 第15-18页 |
| ·Serial and parallel processing | 第16页 |
| ·Top-down and Bottom-up processes | 第16-17页 |
| ·Automatic and controlled processes | 第17-18页 |
| ·Linguistic factors in reading comprehension | 第18-20页 |
| ·Affective in language learning | 第20-22页 |
| ·Psycholinguistics and language teaching | 第22-23页 |
| 3. Psychological analysis of factors affecting High School students’reading comprehension | 第23-55页 |
| ·Study on factors affecting high school students’reading comprehension in high school | 第23-25页 |
| ·Psycholinguistic analysis of lexicon comprehension | 第25-27页 |
| ·Sound effect | 第25-26页 |
| ·Semantic effect | 第26-27页 |
| ·Variables that influence lexical access | 第27-33页 |
| ·Threshold effect | 第27-29页 |
| ·Frequency effect | 第29页 |
| ·Affix for guessing | 第29-30页 |
| ·Context effect | 第30-31页 |
| ·Context for guessing | 第31-32页 |
| ·Summary of understanding words | 第32-33页 |
| ·Psycholinguistic analysis of the comprehension of sentences in reading | 第33-40页 |
| ·Parsing in sentence comprehension | 第33-37页 |
| ·Immediacy & wait and see principle | 第34-36页 |
| ·Strategies to comprehend sentences | 第36-37页 |
| ·Late closure strategy | 第36页 |
| ·Minimal attachment strategy | 第36-37页 |
| ·Memory for sentences | 第37-40页 |
| ·Psycholinguistic analysis of the comprehension of texts in reading | 第40-55页 |
| ·The structure of the text | 第40-55页 |
| ·Local coherence and global coherence | 第40页 |
| ·Strategies used to establish local coherence | 第40-45页 |
| ·Given/New strategy and direct match | 第42-43页 |
| ·Bridging and reinstating old information | 第43-44页 |
| ·Finding new topics in text | 第44-45页 |
| ·Establishing the global coherence | 第45-48页 |
| ·Schema | 第45-46页 |
| ·Genre | 第46-48页 |
| ·Memory for the text | 第48-55页 |
| ·Prepositional representations | 第48-50页 |
| ·Situational Models | 第50页 |
| ·Memory time of different levels | 第50-51页 |
| ·Individual difference of the text comprehension | 第51-55页 |
| 4. Psycholinguistic analysis of internal hurdles in reading comprehension | 第55-65页 |
| ·Individual factors | 第56-63页 |
| ·Anxiety | 第56-60页 |
| ·Factors causing the students’anxiety | 第56-57页 |
| ·Harmful anxiety in language learning | 第57-58页 |
| ·Correlates of language anxiety | 第58-59页 |
| ·Tolerance of ambiguity | 第58-59页 |
| ·Risk-taking and test anxiety | 第59页 |
| ·Ways of identifying language anxiety | 第59-60页 |
| ·Inhibition | 第60-61页 |
| ·Neglecting to activate students’motivation | 第61-63页 |
| ·Neglecting to activate the extrinsic and intrinsic motivation | 第61-62页 |
| ·Neglecting the cognitive theories of motivation | 第62-63页 |
| ·Relational factors | 第63-65页 |
| ·Empathy | 第63-64页 |
| ·Anxiety in Cross-cultural processes | 第64-65页 |
| 5. The Implication in the Pedagogical Field | 第65-78页 |
| ·TOT effect in English-reading teaching | 第66-67页 |
| ·Schema theory and English-reading teaching | 第67-71页 |
| ·Enriching the schemata | 第67-68页 |
| ·Activating the schemata | 第68-69页 |
| ·Constructing the schemata and elaborate the discourse | 第69-71页 |
| ·Getting the general idea of the text with the discourse schemata | 第69-70页 |
| ·Cultivating the students’capability of self-study and the spirit of exploring, improve their creative capability | 第70-71页 |
| ·Affective factors and reading-teaching | 第71-78页 |
| ·Motives and reading-teaching | 第71-76页 |
| ·Choosing the material to students’interest | 第71-72页 |
| ·Activities used in teaching of reading | 第72-73页 |
| ·Being an adorable teacher | 第73-75页 |
| ·Feedback effect and motivation | 第75-76页 |
| ·Anxiety and the teaching of reading | 第76-78页 |
| Conclusion | 第78-80页 |
| Bibliography | 第80-86页 |
| Appendix | 第86-94页 |
