| 独创性声明 | 第1-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第8-10页 |
| List of Figure and Tables | 第10-11页 |
| List of Abbreviations | 第11-12页 |
| Part One Introduction | 第12-16页 |
| ·Research orientations | 第12-14页 |
| ·Theoretical rationale | 第12-13页 |
| ·The feasibility of the integrated approach | 第13-14页 |
| ·The aims of the present study | 第14-15页 |
| ·The significance of the present study | 第15-16页 |
| Part Two Literature Review | 第16-28页 |
| ·A survey on general reading theory | 第16-20页 |
| ·Bottom-up theory | 第16-17页 |
| ·Top-down view | 第17-19页 |
| ·Interactive approaches to ESL/EFL reading | 第19-20页 |
| ·A survey of studies on reading | 第20-25页 |
| ·Studies abroad | 第20-25页 |
| ·Studies on native language reading | 第20-21页 |
| ·The empirical studies on ESL/EFL reading | 第21-23页 |
| ·Studies on the combination of reading and writing | 第23-25页 |
| ·Studies in China | 第25-28页 |
| ·Studies on reading | 第25页 |
| ·Studies on the integrating of reading and writing | 第25-28页 |
| Part Three Theoretical Bases | 第28-38页 |
| ·Krashen's Input Hypothesis | 第28-29页 |
| ·Swain's Output Hypothesis | 第29-34页 |
| ·The functions of output | 第31-32页 |
| ·Output may enhance fluency | 第31页 |
| ·Output may cause noticing | 第31-32页 |
| ·Output is one way of testing a hypothesis | 第32页 |
| ·Output serves as a metalinguistic function | 第32页 |
| ·Differences between comprehension and production: implications for the roles of output | 第32-34页 |
| ·Schema Theory | 第34-38页 |
| Part Four The Present Study | 第38-46页 |
| ·Introduction | 第38页 |
| ·Hypothesis | 第38页 |
| ·Subjects | 第38-39页 |
| ·Experimental instruments | 第39-41页 |
| ·Teaching material | 第39-40页 |
| ·Tests | 第40页 |
| ·Evaluation Instruments | 第40-41页 |
| ·Procedure | 第41-46页 |
| ·The pilot study | 第41-43页 |
| ·The experimental study | 第43-45页 |
| ·The methods for the experimental group | 第43-45页 |
| ·The methods for the controlled group | 第45页 |
| ·Interview | 第45-46页 |
| Part Five Results and Discussion | 第46-62页 |
| ·Results | 第46-55页 |
| ·Data collection in the pre-test, mid-test and post-test | 第46-52页 |
| ·A comparison among the three tests | 第52-53页 |
| ·Data collection in the interview | 第53-54页 |
| ·A comparison of correlational coefficients between reading and writing in the three tests | 第54-55页 |
| ·Discussion | 第55-62页 |
| ·Learner production and language learning | 第55-57页 |
| ·Psychological process in language learning | 第57-58页 |
| ·The function of the classroom instruction for the experimental group | 第58-60页 |
| ·The function of group work | 第60页 |
| ·The function of additional reading and writing based on reading | 第60-62页 |
| Part Six Conclusion | 第62-64页 |
| ·Conclusion | 第62页 |
| ·Implication | 第62-63页 |
| ·Limitation | 第63-64页 |
| References | 第64-69页 |
| Appendices | 第69-72页 |
| Appendix 1 ESL COMPOSITION PROFILE (1981) | 第69-70页 |
| Appendix 2 The scores in the pre-test, the mid-test and the post-test of the experimental group | 第70-71页 |
| Appendix 3 The scores in the pre-test, the mid-test and the post-test of the controlled group | 第71-72页 |
| Acknowledgements | 第72页 |
