| Abstract in English | 第1-15页 |
| 摘要 | 第15-17页 |
| List of Tables | 第17-21页 |
| List of Figures | 第21-22页 |
| List of Abbreviations | 第22-23页 |
| Chapter One Introduction | 第23-32页 |
| ·Background of the Study | 第23-25页 |
| ·Statement of the Problem | 第25-27页 |
| ·Purpose and Method of the Study | 第27-28页 |
| ·Significance of the Study | 第28-29页 |
| ·Organization of the Dissertation | 第29-32页 |
| Chapter Two Miscue-Related Theories of Reading | 第32-52页 |
| ·Introduction | 第32页 |
| ·Miscues as Windows on the Reading Process | 第32-36页 |
| ·Miscue Analysis:What It Is | 第33-34页 |
| ·Miscue Analysis Versus Traditional Oral Reading Error Analysis | 第34-35页 |
| ·Miscue Analysis in Contrast with Psycholinguistic Methods | 第35-36页 |
| ·The Transactional Socio-psycholinguistic Theory of Reading | 第36-42页 |
| ·Historical Development of the Theory | 第36-38页 |
| ·The Meaning-Centered View of Reading | 第38页 |
| ·Key Concepts of the Theory | 第38-42页 |
| ·Models of the Reading Process | 第42-51页 |
| ·The Model of Reading as a Guessing Game | 第43-44页 |
| ·The Transactional Model of Reading | 第44-46页 |
| ·The Cyclical Model of Reading | 第46-49页 |
| ·The Transactional Socio-psycholinguistic Model of Reading | 第49-51页 |
| ·Summary | 第51-52页 |
| Chapter Three Previous Miscue Studies on Reading Processes | 第52-73页 |
| ·Introduction | 第52页 |
| ·Miscue Studies of Reading Processes in the L1 Context | 第52-60页 |
| ·Types of Miscues | 第53-54页 |
| ·Contextual Constraints on Miscues | 第54-55页 |
| ·Miscues and Reading Abilities | 第55-56页 |
| ·Miscue Analysis as a Tool of Instruction | 第56-57页 |
| ·Self-correction in Miscue Production | 第57-58页 |
| ·Miscues and Comprehension Performance | 第58-59页 |
| ·Miscues and Prior Knowledge | 第59-60页 |
| ·Miscue Studies of Reading Processes in the L2 Context | 第60-68页 |
| ·Miscues and the Universal Hypothesis | 第61页 |
| ·Miscues and Reading Perceptions | 第61-62页 |
| ·Miscues and English Proficiency | 第62-64页 |
| ·Miscues and Use of Reading Strategies | 第64-65页 |
| ·Miscues and Interlanguage | 第65-66页 |
| ·Miscues and Reading Abilities | 第66-67页 |
| ·Miscues and Prior Knowledge | 第67-68页 |
| ·Miscue Studies of Reading Processes in the Chinese Context | 第68-69页 |
| ·Research Gaps and Research Questions | 第69-72页 |
| ·Summary | 第72-73页 |
| Chapter Four Methodology | 第73-88页 |
| ·Introduction | 第73页 |
| ·Participants | 第73-74页 |
| ·Sources of Data | 第74-77页 |
| ·Reading Materials | 第74-75页 |
| ·Open-ended Questionnaire | 第75-76页 |
| ·Stimulated Recalls | 第76页 |
| ·Written Summaries | 第76-77页 |
| ·Procedures for Data Collection | 第77-80页 |
| ·Selecting the Reading Materials | 第77-78页 |
| ·Conducting a Pilot Study | 第78页 |
| ·Administering the Questionnaire | 第78-79页 |
| ·Conducting the Oral Reading | 第79页 |
| ·Collecting the Written Summary | 第79-80页 |
| ·Conducting the Stimulated Recall | 第80页 |
| ·Modes of Data Analysis | 第80-87页 |
| ·Elicitation of the Questionnaire Responses | 第81页 |
| ·Treatment of the Oral Reading Data | 第81-86页 |
| ·Analysis of the Stimulated Recalls | 第86页 |
| ·Analysis of the Written Summaries | 第86-87页 |
| ·Summary | 第87-88页 |
| Chapter Five Results and Findings of the Sophomore Group | 第88-136页 |
| ·Introduction | 第88页 |
| ·Reading Perceptions of the Sophomore Students | 第88-97页 |
| ·Beliefs about Reading | 第88-92页 |
| ·Self-perceptions as Reader | 第92-95页 |
| ·Perceptions of Miscue Phenomenon | 第95-97页 |
| ·Oral Reading Processes of the Sophomore Students | 第97-101页 |
| ·Oral Reading Processes of Text One | 第98-100页 |
| ·Oral Reading Processes of Text Two | 第100-101页 |
| ·Features of the Miscues Produced by the Sophomore Students | 第101-120页 |
| ·Miscues Related to Productive Behaviors | 第101-104页 |
| ·Miscues Related to Linguistic Levels | 第104-109页 |
| ·Miscues Related to Linguistic Acceptability | 第109-112页 |
| ·Miscues Related to Linguistic Similarity | 第112-116页 |
| ·Miscues Related to Meaning-Form Orientations | 第116-120页 |
| ·Miscue Corrections by the Sophomore Students | 第120-129页 |
| ·Corrections Related to Linguistic Levels | 第120-125页 |
| ·Corrections Related to Linguistic Acceptability | 第125-129页 |
| ·Miscues, Comprehension Performance and Text Type | 第129-133页 |
| ·Miscues and Comprehension Performance | 第129-130页 |
| ·Miscues and Text Type | 第130-133页 |
| ·Contributory Factors to Miscue Production | 第133-134页 |
| ·Summary | 第134-136页 |
| Chapter Six Results and Findings of the Junior Group | 第136-183页 |
| ·Introduction | 第136页 |
| ·Reading Perceptions of the Junior Students | 第136-144页 |
| ·Beliefs about Reading | 第136-139页 |
| ·Self-perceptions as Reader | 第139-142页 |
| ·Perceptions of Miscue Phenomenon | 第142-144页 |
| ·Oral Reading Processes of the Junior Students | 第144-147页 |
| ·Oral Reading Processes of Text One | 第144-146页 |
| ·Oral Reading Processes of Text Two | 第146-147页 |
| ·Features of the Miscues Produced by the Junior Students | 第147-167页 |
| ·Miscues Related to Productive Behaviors | 第148-150页 |
| ·Miscues Related to Linguistic Levels | 第150-155页 |
| ·Miscues Related to Linguistic Acceptability | 第155-159页 |
| ·Miscues Related to Linguistic Similarity | 第159-162页 |
| ·Miscues Related to Meaning-Form Orientations | 第162-167页 |
| ·Miscue Corrections by the Junior Students | 第167-176页 |
| ·Corrections Related to Linguistic Levels | 第167-172页 |
| ·Corrections Related to Linguistic Acceptability | 第172-176页 |
| ·Miscues, Comprehension Performance and Text Type | 第176-181页 |
| ·Miscues and Comprehension Performance | 第176-177页 |
| ·Miscues and Text Type | 第177-181页 |
| ·Contributory Factors to Miscue Production | 第181-182页 |
| ·Summary | 第182-183页 |
| Chapter Seven Results and Findings of the Senior Group | 第183-230页 |
| ·Introduction | 第183页 |
| ·Reading Perceptions of the Senior Students | 第183-192页 |
| ·Beliefs about Reading | 第183-186页 |
| ·Self-perceptions as Reader | 第186-189页 |
| ·Perceptions of Miscue Phenomenon | 第189-192页 |
| ·Oral Reading Processes of the Senior Students | 第192-196页 |
| ·Oral Reading Processes of Text One | 第192-194页 |
| ·Oral Reading Processes of Text Two | 第194-196页 |
| ·Features of the Miscues Produced by the Senior Students | 第196-215页 |
| ·Miscues Related to Productive Behaviors | 第196-198页 |
| ·Miscues Related to Linguistic Levels | 第198-203页 |
| ·Miscues Related to Linguistic Acceptability | 第203-207页 |
| ·Miscues Related to Linguistic Similarity | 第207-210页 |
| ·Miscues Related to Meaning-Form Orientations | 第210-215页 |
| ·Miscue Corrections by the Senior Students | 第215-223页 |
| ·Corrections Related to Linguistic Levels | 第215-220页 |
| ·Corrections Related to Linguistic Acceptability | 第220-223页 |
| ·Miscues, Comprehension Performance and Text Type | 第223-228页 |
| ·Miscues and Comprehension Performance | 第223-224页 |
| ·Miscues and Text Type | 第224-228页 |
| ·Contributory Factors to Miscue Production | 第228-229页 |
| ·Summary | 第229-230页 |
| Chapter Eight Results and Findings across the Three Groups | 第230-256页 |
| ·Introduction | 第230页 |
| ·Patterns and Discrepancies in Reading Perceptions | 第230-231页 |
| ·Patterns and Discrepancies in Oral Reading Processes | 第231-233页 |
| ·Patterns and Discrepancies in Miscue Features | 第233-245页 |
| ·Miscues Related to Productive Behaviors | 第233-235页 |
| ·Miscues Related to Linguistic Levels | 第235-238页 |
| ·Miscues Related to Linguistic Acceptability | 第238-241页 |
| ·Miscues Related to Linguistic Similarity | 第241-242页 |
| ·Miscues Related to Meaning-Form Orientations | 第242-245页 |
| ·Patterns and Discrepancies in Miscue Corrections | 第245-251页 |
| ·Corrections Related to Linguistic Levels | 第245-248页 |
| ·Corrections Related to Linguistic Acceptability | 第248-251页 |
| ·Miscues, Comprehension Performance and Text Type | 第251-253页 |
| ·Miscues and Comprehension Performance | 第251-252页 |
| ·Miscues and Text Type | 第252-253页 |
| ·Contributory Factors to Miscue Production | 第253-254页 |
| ·Summary | 第254-256页 |
| Chapter Nine Discussion | 第256-276页 |
| ·Introduction | 第256页 |
| ·Gaps between Perceptions and Performance | 第256-258页 |
| ·Unstable Relation between Comprehension and Fluency | 第258-259页 |
| ·Substitutions as the Most Prominent Miscues | 第259-261页 |
| ·Larger Proportion of Miscues Involving Inflections | 第261-263页 |
| ·Unbalanced Use of Language Cueing Systems | 第263-266页 |
| ·Correction of Miscues as a Self-monitored Process | 第266-267页 |
| ·Weak Relation between Miscues and Comprehension Performance | 第267-269页 |
| ·Indecisive Role of Text Type in Miscue Production | 第269-271页 |
| ·Significant Role of English Proficiency in EFL Oral Reading | 第271-272页 |
| ·Linguistic and Cognitive Factors as Major Contributors to Miscue Production | 第272-275页 |
| ·Summary | 第275-276页 |
| Chapter Ten Conclusion | 第276-289页 |
| ·Summary of the Study | 第276-279页 |
| ·Pedagogical Implications | 第279-286页 |
| ·Selecting Appropriate Reading Materials | 第280-281页 |
| ·Encouraging Reading Beyond Textbooks | 第281页 |
| ·Focusing on Meaning in Teaching Extensive Reading | 第281-282页 |
| ·Balancing Skills Approach and Literacy Approach | 第282-283页 |
| ·Changing Teachers' Role in Reading Instruction | 第283-284页 |
| ·Strengthening Reading Strategy Training | 第284-285页 |
| ·Introducing Process-oriented Reading Assessment | 第285-286页 |
| ·Limitations of the Study | 第286-287页 |
| ·Suggestions for Future Studies | 第287页 |
| ·Concluding Remarks | 第287-289页 |
| References | 第289-306页 |
| Appendix Ⅰ Text One Two Thanksgiving Day Gentlemen | 第306-310页 |
| Appendix Ⅱ Text Two Could Living in a Mentally Enriching Environment Change Your Genes? | 第310-313页 |
| Appendix Ⅲ The Open-ended Questionnaire | 第313-314页 |
| Appendix Ⅳ Guiding Questions for Stimulated Recalls | 第314-315页 |
| Appendix Ⅴ Miscue Analysis Coding Form | 第315-316页 |
| Appendix Ⅵ Questions for In-depth Analysis | 第316-317页 |
| Acknowledgements | 第317-318页 |
| Publications | 第318-319页 |
| 学位论文评阅及答辩情况表 | 第319页 |
