| 摘要 | 第1-5页 |
| ABSTRACT | 第5-9页 |
| LIST OF ABBREVIATIONS | 第9-10页 |
| CHAPTER ONE INTRODUCTION | 第10-13页 |
| ·BACKGROUND INFORMATION | 第10页 |
| ·PURPOSE AND SIGNIFICANCE OF THE PRESENT STUDY | 第10-11页 |
| ·OUTLINE OF THE PRESENT STUDY | 第11-13页 |
| CHAPTER TWO LITERATURE REVIEW | 第13-26页 |
| ·THEORIES OF READING COMPREHENSION | 第13-16页 |
| ·The Nature of Reading Comprehension | 第13-14页 |
| ·The Classification of Reading Comprehension | 第14-16页 |
| ·INPUT MODIFICATION | 第16-21页 |
| ·Krashen’s Input Hypothesis | 第16-17页 |
| ·Foreigner Talk | 第17-21页 |
| ·Syntactic Simplification and Elaboration | 第21页 |
| ·SYNTACTIC MODIFICATION AND READING COMPREHENSION | 第21-26页 |
| ·Related Studies on the Effect of Syntactic Modification Abroad | 第21-23页 |
| ·Related Studies on the Effect of Syntactic Modification at Home | 第23-24页 |
| ·Limitations of the Previous Studies | 第24-26页 |
| CHAPTER THREE METHODOLOGY | 第26-35页 |
| ·RESEARCH QUESTIONS | 第26页 |
| ·SUBJECTS | 第26-27页 |
| ·INSTRUMENTS | 第27-32页 |
| ·The T-unit Analysis | 第27-28页 |
| ·Reading Proficiency Test | 第28-29页 |
| ·The Main Test Paper | 第29-32页 |
| ·PILOT STUDY | 第32-33页 |
| ·PROCEDURES | 第33-35页 |
| ·The Main Study | 第33页 |
| ·Data Collection and Analysis | 第33-35页 |
| CHAPTER FOUR RESEARCH RESULTS | 第35-41页 |
| ·EFFECT OF SYNTACTIC SIMPLIFICATION AND ELABORATION ON READINGCOMPREHENSION | 第35-37页 |
| ·EFFECTS OF SYNTACTIC SIMPLIFICATION AND ELABORATION ONREADING COMPREHENSION OF STUDENTS AT DIFFERENT PROFICIENCYLEVELS | 第37-39页 |
| ·INTERACTION EFFECT OF MODIFICATION TYPE AND STUDENTS’PROFICIENCY LEVEL ON READING COMPREHENSION | 第39-41页 |
| CHAPTER FIVE ANALYSIS AND DISCUSSION | 第41-46页 |
| ·EFFECT OF SYNTACTIC SIMPLIFICATION AND ELABORATION ON READINGCOMPREHENSION | 第41-42页 |
| ·EFFECTS OF SYNTACTIC MODIFICATION ON READING COMPREHENSIONOF STUDENTS AT DIFFERENT PROFICIENCY LEVELS | 第42-44页 |
| ·Effects of Syntactic Simplification on Reading Comprehension of Students atDifferent Proficiency Levels | 第42-43页 |
| ·Effects of Syntactic Elaboration on Reading Comprehension of Students at DifferentProficiency Levels | 第43-44页 |
| ·INTERACTION EFFECT OF MODIFICATION TYPE AND STUDENTS’PROFICIENCY LEVEL ON READING COMPREHENSION | 第44-46页 |
| CHAPTER SIX CONCLUSION | 第46-49页 |
| ·MAJOR FINDINGS | 第46页 |
| ·IMPLICATIONS | 第46-48页 |
| ·Theoretical Implications | 第46-47页 |
| ·Pedagogical Implications | 第47-48页 |
| ·LIMITATIONS OF THE PRESENT STUDY AND SUGGESTIONS FOR FUTURERESEARCH | 第48-49页 |
| ACKNOWLEDGEMENTS | 第49-50页 |
| REFERENCES | 第50-55页 |
| APPENDIX Ⅰ | 第55-58页 |
| APPENDIX Ⅱ | 第58-61页 |
| APPENDIX Ⅲ | 第61-65页 |
| APPENDIX Ⅳ | 第65-69页 |
| APPENDIX Ⅴ | 第69页 |
