| ACKNOWLEDGEMENTS | 第1-5页 |
| 摘要 | 第5-8页 |
| Abstract | 第8-12页 |
| Tables | 第12-15页 |
| Figures | 第15页 |
| Graphs | 第15-16页 |
| List of Abbreviations | 第16-22页 |
| Chapter One Introduction | 第22-34页 |
| ·Introduction | 第22-23页 |
| ·Purpose of the study | 第23页 |
| ·The significance of the study | 第23-29页 |
| ·Utilizing factors analysis to analyze reading strategies involved in CET-4 reading comprehension | 第24-25页 |
| ·Resolving some of the problems and inconsistent findings in second language reading and cognitive variables | 第25-28页 |
| ·Improving the efficiency of teaching and learning of ESL reading | 第28-29页 |
| ·Framework of the study | 第29-30页 |
| ·Conceptual definitions | 第30-32页 |
| ·Outline of the dissertation | 第32-34页 |
| Chapter Two Literature Review | 第34-89页 |
| ·Introduction | 第34页 |
| ·Field dependence/independence (FD/I) as cognitive styles | 第34-60页 |
| ·Definition of cognitive styles | 第35页 |
| ·Classification of cognitive styles | 第35-36页 |
| ·Characteristics of cognitive styles | 第36-37页 |
| ·Differences between cognitive styles and intellectual abilities | 第37-39页 |
| ·Researches on Field independence (FI) and field dependence (FD) | 第39-60页 |
| ·Origin of field dependence and field independence | 第39-40页 |
| ·Definition and classification of field dependence and field independence | 第40-41页 |
| ·Characteristics of field dependence and field independence | 第41-44页 |
| ·Assessment of field dependence and field independence | 第44-45页 |
| ·Biological and psychological bases on cognitive styles researches | 第45-51页 |
| ·Related studies of field dependence and field independence in reading | 第51-60页 |
| Learning effectiveness | 第53-54页 |
| Language learning | 第54-55页 |
| Instructional treatments | 第55-57页 |
| Student-teacher interaction | 第57-60页 |
| ·Researches on information processing and its relationship to cognitive styles | 第60-69页 |
| ·The nature of information | 第61-62页 |
| ·Stage models of information processing | 第62-67页 |
| ·Atkinson & Shiffrin’s stage model of information processing | 第63-66页 |
| ·Other models of information processing | 第66-67页 |
| ·Related research on cognitive styles and information processing | 第67-69页 |
| ·Researches on reading process | 第69-85页 |
| ·Schema theory used to study ESL readers' processes | 第70-74页 |
| ·Studies on readers' schemata or prior knowledge | 第71-73页 |
| ·Studies on text schemata | 第73-74页 |
| ·Vocabulary strategies | 第74-77页 |
| ·Researches on vocabulary learning strategies | 第75-76页 |
| ·Effective methods to teach vocabulary | 第76-77页 |
| ·Studies on reading strategies | 第77-82页 |
| ·Definition and classification of reading strategies | 第78-80页 |
| ·Positive outcomes from strategy use | 第80-82页 |
| ·Logical reasoning during reading | 第82-85页 |
| ·Researches on the relationship between reading and cognitive styles | 第85-87页 |
| ·Summary | 第87-89页 |
| Chapter Three Research Design | 第89-110页 |
| ·Introduction | 第89-90页 |
| ·Model for analysis | 第90-91页 |
| ·Research questions | 第91-92页 |
| ·Subjects | 第92-93页 |
| ·Instruments | 第93-105页 |
| ·Tests for reading ability | 第94-95页 |
| ·Questionnaire about cognitive styles and reading strategies | 第95-97页 |
| ·Group embedded figures test | 第97-98页 |
| ·Tests for verbal ability | 第98-101页 |
| ·Tests for textual structure knowledge | 第101-103页 |
| ·Logical reasoning ability tests | 第103-105页 |
| ·Procedure | 第105-108页 |
| ·Summary | 第108-110页 |
| Chapter Four Results and Discussion | 第110-152页 |
| ·Introduction | 第110页 |
| ·Statistical analysis of the data got at Stage One | 第110-145页 |
| ·Research question 1 | 第111-116页 |
| ·Research question 2 | 第116-130页 |
| ·Research question 3 | 第130-138页 |
| ·Research question 4 | 第138-143页 |
| ·Research question 5 | 第143-144页 |
| ·Research question 6 | 第144-145页 |
| ·Qualitative analysis of the interview at Stage Two | 第145-147页 |
| ·A training procedure and statistical analysis of the data at Stage Three | 第147-149页 |
| ·Summary | 第149-152页 |
| Chapter Five Findings, Significance and Limitations | 第152-163页 |
| ·Findings of the study | 第152-153页 |
| ·Theoretical significance of the findings | 第153-156页 |
| ·Practical significance of the findings | 第156-160页 |
| ·Activate background knowledge in appropriate ways | 第156-157页 |
| ·Promote the strategic reader rather than teach individual strategies | 第157-158页 |
| ·Teach text structures and discourse organization | 第158-160页 |
| ·Limitations of the study | 第160-161页 |
| ·Suggestions for future research | 第161-163页 |
| Bibliogaphy | 第163-187页 |
| Appendix Ⅰ | 第187-192页 |
| Appendix Ⅱ | 第192-194页 |
| Appendix Ⅲ | 第194-197页 |
| Appendix Ⅳ | 第197-200页 |
| Appendix Ⅴ | 第200-203页 |
| Appendix Ⅵ | 第203-205页 |
| Appendix Ⅶ | 第205-206页 |
| Appendix Ⅷ | 第206-207页 |
| Appendix Ⅸ | 第207-209页 |
