| ABSTRACT | 第6-7页 |
| 摘要 | 第8-12页 |
| CHAPTER ONE INTRODUCTION | 第12-15页 |
| 1.1 Research Background | 第12-13页 |
| 1.2 Significance of the Research | 第13页 |
| 1.3 Organization of the Thesis | 第13-15页 |
| CHAPTER TWO LITERATURE REVIEW | 第15-32页 |
| 2.1 Componential Model of Reading (CMR) | 第15-20页 |
| 2.2 Vocabulary Knowledge and Its Role in Reading Comprehension | 第20-27页 |
| 2.3 Syntactic Awareness and Its Role in Reading Comprehension | 第27-30页 |
| 2.4 Relationship of Vocabulary Knowledge, Syntactic Awareness and Reading Proficiency | 第30-32页 |
| CHAPTER THREE RESEARCH METHODOLOGY | 第32-40页 |
| 3.1 Statements of Research Questions | 第32页 |
| 3.2 Choosing Subjects | 第32-33页 |
| 3.3 Research Instruments | 第33-37页 |
| 3.3.1 Questionnaire of Anxiety | 第33-34页 |
| 3.3.2 Vocabulary Breath Test | 第34-35页 |
| 3.3.3 Vocabulary depth Test | 第35-36页 |
| 3.3.4 Syntactic Awareness Test | 第36页 |
| 3.3.5 Reading Comprehension Test | 第36-37页 |
| 3.4 Processes and procedures | 第37-38页 |
| 3.4.1 Pilot Studies | 第37页 |
| 3.4.2 Formal Studies | 第37-38页 |
| 3.5 Data Collection and Analysis | 第38-40页 |
| CHAPTER FOUR RESULTS AND DISCUSSION | 第40-51页 |
| 4.1 Validity and Reliability of the Tests | 第40页 |
| 4.2 Descriptive Statistics of Tests | 第40-41页 |
| 4.3 Correlations of Vocabulary Knowledge,Syntactic Awareness and Reading Comprehension | 第41-43页 |
| 4.4 Regression Analysis of Reading Comprehension with Vocabulary Knowledge and Syntactic Awareness | 第43-48页 |
| 4.5 Findings from Data | 第48-51页 |
| 4.5.1 The Relationship between Junior Middle School Students’Vocabulary Knowledge,Syntactic Awareness and Reading Comprehension | 第48-49页 |
| 4.5.2 The Prediction Effects of Vocabulary Knowledge and Syntactic Awareness to Junior Middle School Students’Reading Proficiency | 第49-51页 |
| CHAPTER FIVE CONCLUSION | 第51-55页 |
| 5.1 Major Findings | 第51-52页 |
| 5.2 Conclusions and Implications | 第52-53页 |
| 5.3 Limitation and Suggestions for Future Studies | 第53-55页 |
| REFERENCES | 第55-59页 |
| APPENDICES | 第59-77页 |
| ACKNOWLEDGEMENTS | 第77页 |
