| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| Chapter One Introduction | 第11-14页 |
| 1.1 Research Background | 第11-12页 |
| 1.2 Purpose and Significance of the Research | 第12-13页 |
| 1.3 Research Questions | 第13页 |
| 1.4 Organization of the Thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-28页 |
| 2.1 The Input Theory | 第14-16页 |
| 2.1.1 Definition of Input | 第14-16页 |
| 2.1.2 Importance of Input | 第16页 |
| 2.2 Krashen's Input Hypothesis | 第16-23页 |
| 2.2.1 The Acquisition-Learning hypothesis | 第17页 |
| 2.2.2 The Nature Order hypothesis | 第17页 |
| 2.2.3 The Monitor hypothesis | 第17-18页 |
| 2.2.4 The Input hypothesis | 第18页 |
| 2.2.5 The Affective Filter hypothesis | 第18-23页 |
| 2.3 Gass's Classification of Input | 第23-25页 |
| 2.4 Related Researches | 第25-28页 |
| 2.4.1 Long's Interaction Hypothesis | 第25-26页 |
| 2.4.2 Related Researches in China | 第26-28页 |
| Chapter Three Research Methodology | 第28-32页 |
| 3.1 Subjects | 第28页 |
| 3.2 Instruments | 第28-30页 |
| 3.2.1 Placement Test | 第28-29页 |
| 3.2.2 Questionnaire | 第29-30页 |
| 3.2.3 Interview | 第30页 |
| 3.3 Data Collection & Analysis | 第30-32页 |
| Chapter Four Results and Discussion | 第32-55页 |
| 4.1 Results of Questionnaire and Interview | 第32-39页 |
| 4.1.1 Learners' Overall Opinion on Input Modes | 第32-34页 |
| 4.1.2 Learners' Overall Opinion on After-class Input Modes | 第34-35页 |
| 4.1.3 Learners' Overall Opinion on In-class Input Modes | 第35-37页 |
| 4.1.4 Learners' Overall Opinion on Positive Evidence | 第37-38页 |
| 4.1.5 Learners' Overall Opinion on Comprehensible Input | 第38-39页 |
| 4.2 Higher-level Group's Opinion on Input Modes | 第39-42页 |
| 4.2.1 Higher-level Group's Opinion on After-class Input Modes | 第39-40页 |
| 4.2.2 Higher-level Group's Opinion on In-class Input Modes | 第40-41页 |
| 4.2.3 Higher-level Group's Opinion on Positive Evidence | 第41页 |
| 4.2.4 Higher-level Group's Opinion on Comprehensible Input | 第41-42页 |
| 4.3 Lower-level Group's Opinion on Input Modes | 第42-45页 |
| 4.3.1 Lower-level Group's Opinion on After-class Input Modes | 第42-43页 |
| 4.3.2 Lower-level Group's Opinion on In-class Input Modes | 第43-44页 |
| 4.3.3 Lower-level Group's Opinion on Positive Evidence | 第44页 |
| 4.3.4 Lower-level Group's Opinion on Comprehensible Input | 第44-45页 |
| 4.4 Comparison of Higher-level Group and Lower-level Group | 第45-52页 |
| 4.4.1 Comparison of Higher-level Group's and Lower-level Group's opinions on After-class Input Modes | 第46-48页 |
| 4.4.2 Comparison of Higher-level Group's and Lower-level Group's opinions on In-class Input Modes | 第48页 |
| 4.4.3 Comparison of Higher-level Group's and Lower-level Group's opinions on Positive Evidence | 第48-51页 |
| 4.4.4 Comparison of Higher-level Group's and Lower-level Group's opinions on Comprehensible Input | 第51-52页 |
| 4.5 Discussions | 第52-55页 |
| 4.5.1 Learners' Attitudes towards English Learning Reflected by Input Modes | 第52-53页 |
| 4.5.2 Learners' Recognition of Positive Evidence | 第53页 |
| 4.5.3 Differences between Higher-level group & Lower-level Group | 第53-55页 |
| Chapter Five Conclusion | 第55-59页 |
| 5.1 Major Findings | 第55-56页 |
| 5.2 Pedagogical Implications | 第56-57页 |
| 5.3 Limitations of the Study and Suggestions for Future Research | 第57-59页 |
| Acknowledgements | 第59-60页 |
| Bibliography | 第60-65页 |
| Paper Published | 第65-66页 |
| Appendix 1 | 第66-78页 |
| Appendix 2 | 第78-79页 |
