| 英文摘要 | 第1-9页 |
| 内容摘要 | 第9-11页 |
| Chapter One Introduction | 第11-16页 |
| 1．1 The Status Quo of Teaching Reading in Colleges | 第11-13页 |
| 1．2 An Overview of Studies in EFL Reading | 第13-15页 |
| 1．3 Organization of the Dissertation | 第15-16页 |
| Chapter Two The Reading Process | 第16-22页 |
| 2．1 The Nature of Reading | 第16-20页 |
| 2．1．1 Reading as a Cognitive Process | 第16-17页 |
| 2．1．2 Reading as a Construction Process | 第17-18页 |
| 2．1．3 Reading as an Interactive Process | 第18-19页 |
| 2．1．4 Reading as a Strategic Process | 第19-20页 |
| 2．2 Levels of Comprehension | 第20-22页 |
| Chapter Three Theoretical Foundations of EFL Reading | 第22-39页 |
| 3．1 Three Models of Reading | 第22-26页 |
| 3．1．1 Bottom-up Model | 第22-23页 |
| 3．1．2 Top-down Model | 第23-25页 |
| 3．1．3 Interactive Model | 第25-26页 |
| 3．2 Schema Theory | 第26-30页 |
| 3．2．1 Definition of the Theory | 第26-27页 |
| 3．2．2 Types of Schemata | 第27-28页 |
| 3．2．3 Schema Activation and Instantiation | 第28-30页 |
| 3．3 Discourse Analysis | 第30-39页 |
| 3．3．1 Text Structure Analysis | 第31-33页 |
| 3．3．2 Cohesion Analysis | 第33-35页 |
| 3．3．3 Coherence Analysis | 第35-39页 |
| Chapter Four Implications of Schema Theory and Discourse Analysis for Teaching Reading | 第39-48页 |
| 4．1 Integrating Schema Theory with Discourse Analysis in Teaching EFL Reading | 第39-41页 |
| 4．2 Learner-centered Orientation in the Teaching of Reading | 第41-43页 |
| 4．2．1 Chief Characteristic of the Learner-centered Approach | 第41-42页 |
| 4．2．2 The Role of a Teacher | 第42-43页 |
| 4．3 Developing Students' Reading Strategies | 第43-46页 |
| 4．3．1 Some Useful Metacognitive Strategies | 第43-45页 |
| 4．3．2 Cognitive Strategies and Skills | 第45-46页 |
| 4．4 Culture Teaching and Learning in Foreign Language Classroom | 第46-48页 |
| Chapter Five A Practical Application of the Two Perspectives to Teaching Reading | 第48-60页 |
| 5．1 Classroom Teaching Procedures | 第48-58页 |
| 5．2 Summary | 第58-60页 |
| Chapter Six Conclusion | 第60-62页 |
| Appendix A License to Kill | 第62-65页 |
| Bibliography | 第65-70页 |
