| 摘要 | 第1-7页 |
| Abstract | 第7-13页 |
| List of Abbreviations, Tables and Figures | 第13-14页 |
| ChapterⅠ Introduction | 第14-25页 |
| ·Background for the study | 第14-16页 |
| ·The importance of Discourse analysis reading strategy | 第14页 |
| ·The requirements of new English curriculum on DA strategy | 第14-15页 |
| ·The insufficiency of present reading teaching methods in DA strategy | 第15-16页 |
| ·Definition of the core concept and research questions in the study | 第16-19页 |
| ·Definition of YAL | 第16-17页 |
| ·Definition of DA reading strategy in the study | 第17-19页 |
| ·Research questions in this study | 第19页 |
| ·Methods used in the study | 第19-22页 |
| ·Investigation | 第19-21页 |
| ·Literature study | 第21-22页 |
| ·Significance of the study | 第22-24页 |
| ·Theoretic significance | 第22-23页 |
| ·Practical significance | 第23-24页 |
| ·Organization of the thesis | 第24-25页 |
| Chapter Ⅱ Literature Review | 第25-45页 |
| ·Development of discourse analysis | 第25-29页 |
| ·Discourse analysis abroad | 第25-28页 |
| ·Origin of discourse analysis | 第25-26页 |
| ·Development and boom of discourse analysis | 第26-28页 |
| ·Discourse analysis studies in China | 第28-29页 |
| ·Past studies of using discourse analysis in English teaching | 第29-31页 |
| ·Discourse analysis used in college English teaching | 第29-30页 |
| ·Discourse analysis used in senior high school English teaching | 第30-31页 |
| ·Evaluation of the past studies | 第31页 |
| ·Theoretical framework of discourse analysis used in the present study | 第31-40页 |
| ·Coherence | 第32-33页 |
| ·Cohesion and cohesion device | 第33-38页 |
| ·Reference | 第34-35页 |
| ·Substitution and Ellipsis | 第35-36页 |
| ·Ellipsis | 第36-37页 |
| ·Conjunction | 第37-38页 |
| ·Discourse structure (text patterns) | 第38-40页 |
| ·General-Particular Pattern | 第39页 |
| ·Problem-Solution Pattern | 第39-40页 |
| ·Matching Pattern | 第40页 |
| ·Brief on YAL and YAL passages | 第40-45页 |
| ·1 The advantages of YAL passages | 第41-45页 |
| ·Guidance for students’ mental development | 第42页 |
| ·Emotional identity and self enhancement | 第42-43页 |
| ·Readability | 第43-45页 |
| Chapter Ⅲ Investigation about students’ DA reading strategy | 第45-59页 |
| ·Purpose of the field investigation | 第45页 |
| ·Execution of the investigation | 第45-51页 |
| ·Two questionnaires and an outline of the interview | 第45-47页 |
| ·Subjects of the investigation | 第47-48页 |
| ·Methods and time used in the investigation | 第48-49页 |
| ·Basic situation of respondents | 第49-51页 |
| ·Results of the investigations | 第51-59页 |
| ·Knowledge and strategy of DA that students possess | 第51-54页 |
| ·Students’ attitudes towards DA reading strategy | 第54-56页 |
| ·Students’ attitudes towards YAL discourse | 第56-57页 |
| ·Status quo that students read young adult literature books or passages | 第57-59页 |
| Chapter Ⅳ Data analysis | 第59-77页 |
| ·Devoid of teachers’ awareness in training students’ DA reading strategy | 第59-70页 |
| ·Neglecting the importance of training students’ DA reading strategy | 第59-63页 |
| ·The key points that teachers mainly deal with in reading class | 第63-67页 |
| ·Teachers’ more attention on results not on the process of the RC exercises | 第67-70页 |
| ·The students’ responsibilities for lacking in DA reading strategy | 第70-73页 |
| ·Students’ poor reading habits in reading class | 第70-72页 |
| ·Students’ poor reading habits when doing RC exercises | 第72-73页 |
| ·Functions of reading materials for training DA reading strategy | 第73-77页 |
| ·Overlooking the function of YAL in stimulating students’ reading interest | 第73-75页 |
| ·Teachers’ attitudes to use YAL training students’ DA reading strategy | 第75-77页 |
| Chapter Ⅴ Ways to develop students’ DA reading strategy by using YAL discourse as reading materials | 第77-97页 |
| ·Building up new concepts on English reading teaching | 第77-88页 |
| ·Building up strong awareness of developing students’ DA reading strategy | 第77-81页 |
| ·Changing the usual ways of dealing with RC exercises | 第81-82页 |
| ·Complementing DA knowledge and reading strategy in reading class | 第82-83页 |
| ·The content of DA training in daily reading class | 第83-86页 |
| ·Measures teachers should take to give students good instruction on DA | 第86-88页 |
| ·Reading more books on discourse analysis | 第86-87页 |
| ·Sharing DA training experience with other teachers | 第87页 |
| ·Learning from the experts and make friends with them | 第87-88页 |
| ·Developing students’ DA strategy using YAL discourse | 第88-95页 |
| ·The advantages of choosing YAL discourse as the reading material | 第88-90页 |
| ·The criteria of choosing the YAL discourse as the reading material | 第90-91页 |
| ·Useing YAL discourse as RC materials in classroom | 第91-92页 |
| ·A sample lesson plan | 第92-95页 |
| ·Evaluating students' command of DA and ability to use it in reading | 第95页 |
| ·Transferring DA strategies to coping with other genres through RC exercises | 第95-97页 |
| Chapter Ⅵ Conclusion | 第97-100页 |
| ·General Summary | 第97页 |
| ·The main findings of the paper | 第97-98页 |
| ·Limitations and Suggestions | 第98-100页 |
| References | 第100-103页 |
| Appendix1 关于语篇分析策略和青少年文学语篇知识的问卷调查（教师问卷） | 第103-105页 |
| Appendix2 关于语篇分析策略和青少年文学语篇知识的问卷调查（学生问卷） | 第105-107页 |
| Appendix3 关于语篇分析策略和青少年文学语篇知识的访谈提纲（教师） | 第107-108页 |
| Appendix4 关于语篇分析策略和青少年文学语篇知识的访谈提纲（学生） | 第108-109页 |
| Appendix5 An example of YAL passage | 第109-112页 |
| Acknowledgments | 第112-114页 |
