| Acknowledgments | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-13页 |
| Chapter One Introduction | 第13-17页 |
| 1.1 Research Background | 第13-14页 |
| 1.2 Research Objectives | 第14-15页 |
| 1.3 Research Significance | 第15页 |
| 1.4 Structure of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-21页 |
| 2.1 Previous Studies on the Application of Relevance Theory to the Teaching ofEnglish Reading outside China | 第17-18页 |
| 2.2 Previous Studies on the Application of Relevance Theory to the Teaching ofEnglish Reading in China | 第18-20页 |
| 2.3 Unresolved Problems in Previous Studies | 第20-21页 |
| Chapter Three Theoretical Framework | 第21-29页 |
| 3.1 An Overview of Relevance Theory | 第21页 |
| 3.2 Working Mechanism of Relevance Theory | 第21-24页 |
| 3.2.1 Ostensive-inferential Communication | 第22页 |
| 3.2.2 Cognitive Context | 第22-23页 |
| 3.2.3 Optimal Relevance | 第23-24页 |
| 3.3 The Application of Relevance Theory to the Teaching of English Reading | 第24-29页 |
| 3.3.1 The Application of Ostensive-inferential Communication to the Teachingof English Reading | 第24-25页 |
| 3.3.2 The Application of Cognitive Context to the Teaching of EnglishReading | 第25-27页 |
| 3.3.3 The Application of Optimal Relevance to the Teaching of EnglishReading | 第27-29页 |
| Chapter Four Research Methodology | 第29-45页 |
| 4.1 Research Questions | 第29页 |
| 4.2 Research Subjects | 第29-30页 |
| 4.3 Research instruments | 第30-33页 |
| 4.3.1 Tests | 第30-31页 |
| 4.3.2 Questionnaires | 第31-32页 |
| 4.3.3 Interviews | 第32-33页 |
| 4.4 Research Procedures | 第33-42页 |
| 4.4.1 Traditional Reading Instructions in Control Group | 第34-37页 |
| 4.4.2 Relevance-Theory-based Reading Instructions in Experimental Group | 第37-42页 |
| 4.5 Data Collection and Analysis | 第42-45页 |
| Chapter Five Results and Discussion | 第45-55页 |
| 5.1 Results of the Tests | 第45-47页 |
| 5.1.1 Results of Pre-test | 第45-46页 |
| 5.1.2 Results of Post-test | 第46页 |
| 5.1.3 Comparison of EG’s Scores in Pre-test and Post-test | 第46-47页 |
| 5.2 Results of the Questionnaires | 第47-49页 |
| 5.2.1 Comparison of Inference Ability of EG in Two Questionnaires | 第47-48页 |
| 5.2.2 Comparison of Context Analysis of EG in Two Questionnaires | 第48-49页 |
| 5.2.3 Comparison of Optimal Relevance of EG in Two Questionnaires | 第49页 |
| 5.3 Results of the Interviews | 第49-52页 |
| 5.3.1 Results of Interview 1 | 第50-51页 |
| 5.3.2 Results of Interview 2 | 第51-52页 |
| 5.4 Discussion | 第52-55页 |
| 5.4.1 Relevance-Theory-based Teaching Effects on Students’ Reading | 第52-53页 |
| 5.4.2 Representation of Students’ Improvements in English Reading | 第53-55页 |
| Chapter Six Conclusion | 第55-61页 |
| 6.1 Major Research Findings | 第55-56页 |
| 6.2 Research Implications | 第56-58页 |
| 6.3 Research Limitations | 第58-59页 |
| 6.4 Suggestions for Further Research | 第59-61页 |
| References | 第61-65页 |
| Appendix | 第65-85页 |
| Appendix I Pre-test of Reading Proficiency | 第65-68页 |
| Appendix II Post-test of Reading Proficiency | 第68-70页 |
| Appendix III Questionnaire One | 第70-72页 |
| Appendix IV Questionnaire Two | 第72-74页 |
| Appendix V Interview One | 第74-75页 |
| Appendix VI Interview Two | 第75-76页 |
| Appendix VII Reading Material | 第76-77页 |
| Appendix VIII CG Teaching Plan | 第77-79页 |
| Appendix IX EG Teaching Plan | 第79-82页 |
| Appendix X Pre-test and Post-test Scores of CG and EG | 第82-84页 |
| Appendix XI EG’s Scores of Questionnaire One and Questionnaire Two | 第84-85页 |
