| Abstract | 第1-8页 |
| 中文摘要 | 第8-12页 |
| Introduction | 第12-14页 |
| Chapter One: Significance of the Study | 第14-18页 |
| ·Deficiencies of the Traditional English Teaching | 第14-16页 |
| ·Impact of Cognitive Psychology | 第16-17页 |
| ·Object of the Study | 第17-18页 |
| Chapter Two: Theoretical Foundations of Discourse Analysis in Discourse-based College English Teaching | 第18-31页 |
| ·Definition of Discourse | 第18页 |
| ·Characteristics of Discourse | 第18-23页 |
| ·Cohesion | 第18-22页 |
| ·Coherence | 第22-23页 |
| ·Discourse Markers | 第23-25页 |
| ·Discourse Organization | 第25-26页 |
| ·Discourse Strategies | 第26-27页 |
| ·Discourse Analysis | 第27-29页 |
| ·Implications of Discoursed-based English Teaching | 第29-31页 |
| Chapter Three: Theoretical Foundations of Cognitive Psychology in Discourse-based College English Teaching | 第31-54页 |
| ·Representation | 第31-44页 |
| ·Schema | 第31-38页 |
| ·Characteristics of Schema | 第32-34页 |
| ·Classification of Schema | 第34页 |
| ·Functions of Schema Theory in Discourse Comprehension | 第34-37页 |
| ·Memory Representation of the Typical Discourse | 第37-38页 |
| ·Different Levels of Discourse Representation in Discourse Processing | 第38-41页 |
| ·Representation of Discourse as Microstructure and Macrostructure | 第41-44页 |
| ·Microstructure | 第42页 |
| ·Macrostructure | 第42-43页 |
| ·Macrorules | 第43-44页 |
| ·Memory | 第44-49页 |
| ·Sensory Memory | 第45页 |
| ·Short-term Memory | 第45-46页 |
| ·Long-term Memory | 第46-47页 |
| ·Working Memory | 第47-49页 |
| ·Features of Working Memory | 第47-48页 |
| ·Classification of Working Memory | 第48-49页 |
| ·Metacognition | 第49-54页 |
| ·Definition of Metacognition | 第49-50页 |
| ·Metacognitive Knowledge | 第50-52页 |
| ·Metacognitive Experience | 第52-54页 |
| Chapter Four: Implications of Cognitive Psychology for Discourse-based College English Teaching | 第54-80页 |
| ·Implications of Representation for Discourse-based College English Teaching | 第54-59页 |
| ·Emphasizing Discourse Features and Structures | 第54-55页 |
| ·Familiarizing Students with Different Formal Schemata | 第55-56页 |
| ·Classroom Activities to Activate Readers' Schemata | 第56-58页 |
| ·Classroom Activities of Inputting Cultural Knowledge | 第58-59页 |
| ·Implications of Memory for Discourse-based College English Teaching | 第59-69页 |
| ·Measures of Dealing with Limitations of Attention | 第59-60页 |
| ·Measures of Dealing with Limitations of Working Memory | 第60-65页 |
| ·Influence on the Lexical Instruction | 第65-67页 |
| ·Helping Students Build Better Retrieval Structures | 第67-69页 |
| ·Implications of Metacognition for Discourse-based College English Teaching | 第69-80页 |
| ·Goal-setting and Planning for Teachers and Learners | 第69-70页 |
| ·Teaching Students to Use and Monitor Learning Strategies | 第70-71页 |
| ·Design of Instructional Metacognitive Activities | 第71-77页 |
| ·Teaching Students to Generate Questions | 第71-72页 |
| ·Modeling | 第72-75页 |
| ·Self-assessment | 第75-77页 |
| ·Teacher's Role in the Metacognitive Classrooms | 第77-80页 |
| Conclusion | 第80-82页 |
| Acknowledgements | 第82-83页 |
| Bibliography | 第83-92页 |
