| Acknowledgements | 第5-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第9-17页 |
| Chapter One Introduction | 第17-25页 |
| 1.1 The Present Situation of English Reading Teaching and the ExistingProblems in Secondary Vocational Schools | 第17-21页 |
| 1.2 The Purpose of the Research | 第21页 |
| 1.3 The Significance of the Research | 第21-22页 |
| 1.4 The Structure of this Thesis | 第22-25页 |
| Chapter Two Literature Review | 第25-33页 |
| 2.1 Relevant Concepts and Definitions of Background Knowledge | 第25-26页 |
| 2.2 Previous Researches on Background Knowledge in ESL/EFL ReadingAbroad | 第26-29页 |
| 2.3 Previous Researches on Background Knowledge in ESL/EFL Reading atHome | 第29-32页 |
| 2.4 Limitations in the Previous Research | 第32-33页 |
| Chapter Three Theoretical Framework | 第33-47页 |
| 3.1 Schema Theory | 第33-42页 |
| 3.1.1 Definitions of Schema | 第33-35页 |
| 3.1.2 Schema Theory and Background Knowledge | 第35-37页 |
| 3.1.3 Development of Schema Theory in Reading | 第37-38页 |
| 3.1.4 Classification of Schema | 第38-40页 |
| 3.1.5 The Functions of Schema in Reading | 第40-42页 |
| 3.2 Krashen’s Input Hypothesis | 第42-47页 |
| 3.2.1 Definition of Krashen’ s Input Hypothesis | 第42-44页 |
| 3.2.2 Krashen’s Input Hypothesis and Background Knowledge | 第44-47页 |
| Chapter Four Methodology | 第47-65页 |
| 4.1 Research Questions | 第48页 |
| 4.2 Subjects | 第48-49页 |
| 4.3 Materials | 第49-50页 |
| 4.4 Variables | 第50页 |
| 4.5 Instruments | 第50-52页 |
| 4.5.1 A Pretest and a Pre-questionnaire | 第50-51页 |
| 4.5.2 A Posttest and a Post-questionnaire | 第51-52页 |
| 4.5.3 Interviews | 第52页 |
| 4.6 Teaching Procedures | 第52-62页 |
| 4.6.1 Reading Teaching with Rich Background Knowledge Instruction in EC | 第53-59页 |
| 4.6.2 Reading Teaching with Simple Background Knowledge Instruction inCC | 第59-62页 |
| 4.7 Data Collection and Analysis | 第62-65页 |
| Chapter Five Results and Discussion | 第65-85页 |
| 5.1 Results of Experiment | 第65-81页 |
| 5.1.1 Results of Questionnaires | 第65-71页 |
| 5.1.2 Results of Tests | 第71-81页 |
| 5.2 Data Discussion | 第81-85页 |
| Chapter Six Conclusion | 第85-93页 |
| 6.1 Major Findings of the Study | 第85-86页 |
| 6.2 Implication for Language Teaching | 第86-89页 |
| 6.3 Limitations for the Research | 第89-90页 |
| 6.4 Suggestion for Further Research | 第90-93页 |
| References | 第93-97页 |
| Appendix | 第97-118页 |
