| 中文摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| Abbreviations | 第10-11页 |
| Introduction | 第11-14页 |
| Chapter One Clearing the Ground | 第14-17页 |
| Chapter Two A Brief Overview of Hypotheses on Acquisition of Relative Clauses | 第17-31页 |
| 2.1 The Interruption Hypothesis | 第17页 |
| 2.2 The Parallel-Function Hypothesis | 第17-20页 |
| 2.3 The Accessibility Hierarchy | 第20-25页 |
| 2.4 Psychological processing | 第25-27页 |
| 2.5 Summary | 第27-28页 |
| 2.6 Evaluation of the three hypotheses | 第28-31页 |
| Chapter Three Acquisition of Relative Clauses in English by Chinese Senior High School Students | 第31-51页 |
| 3.1 Classification of relative clauses | 第31-33页 |
| 3.2 Test for Grade two students acquiring relative clauses | 第33-35页 |
| 3.3 Analysis of acquisition of relative clauses by Chinese students | 第35-48页 |
| 3.3.1 Identification of antecedent and relative clause | 第36-37页 |
| 3.3.2 The NVN pattern in subject and object relative clauses | 第37-40页 |
| 3.3.3 Complement clause vs. relative clause | 第40-41页 |
| 3.3.4 Sentence-internal vs. sentence-final relative clauses | 第41-43页 |
| 3.3.5 Immediate processing of object of preposition and genitive relative clauses | 第43-44页 |
| 3.3.6 Retention vs. omission | 第44-45页 |
| 3.3.7 Creation versus miscombination | 第45-47页 |
| 3.3.8 Which comes first, preposition stranding or pied piping | 第47-48页 |
| 3.3.9 Summary | 第48页 |
| 3.4 Self-evaluation of research methodology | 第48-51页 |
| Chapter Four Implications for Language Teaching and Language Learning | 第51-61页 |
| 4.1 Teacher's attitude to learners' mistakes | 第51-55页 |
| 4.2 What should teachers know about AH | 第55页 |
| 4.3 Application of AH to L2 learning | 第55-56页 |
| 4.4 Application of AH to L2 teaching | 第56-58页 |
| 4.5 Two controversial teaching sequences | 第58-59页 |
| 4.6 Summary | 第59-61页 |
| Conclusion | 第61-63页 |
| Notes | 第63-64页 |
| References | 第64-68页 |
| Acknowledgements | 第68-69页 |
| Appendix Ⅰ | 第69-77页 |
| Appendix Ⅱ | 第77-85页 |
| 学位论文评阅及答辩情况表 | 第85页 |
