| Abstract | 第1-13页 |
| 内容摘要 | 第13-16页 |
| Chapter One Introduction | 第16-33页 |
| 1．1 Background | 第16-17页 |
| 1．2 Foreign Language Teaching and Learning in China | 第17-21页 |
| 1．3 EFL Students in China | 第21-23页 |
| 1．3．1 Teaching of English Prior to Higher Education | 第21-22页 |
| 1．3．2 Teaching of English in Colleges and Universities | 第22-23页 |
| 1．3．3 A Brief Introduction to CET at SWNU | 第23页 |
| 1．4 Requirements of College English Syllabus | 第23-24页 |
| 1．5 Extensive Reading | 第24-31页 |
| 1．5．1 Definition of Extensive Reading | 第24-26页 |
| 1．5．2 Characteristics of Extensive Reading | 第26-27页 |
| 1．5．3 Theoretical Basis of Extensive Reading | 第27-31页 |
| 1．6 Extensive Reading V． Intensive Reading | 第31页 |
| 1．7 ERI in Chinese Colleges | 第31-33页 |
| Chapter Two Review of Related Literature | 第33-41页 |
| 2．1 Input Hypothesis | 第33-34页 |
| 2．2 Reading Theories and Models | 第34-36页 |
| 2．2．1 The Bottom-up Model | 第35页 |
| 2．2．2 The Top-down Model | 第35-36页 |
| 2．2．3 The Interactive Model | 第36页 |
| 2．3 Key Influential Views on Reading Process | 第36-41页 |
| 2．3．1 Cognitive View of Reading | 第36-37页 |
| 2．3．2 Schema Theory and Reading | 第37-38页 |
| 2．3．3 Constructivism | 第38-39页 |
| 2．3．4 Reader-response Theory | 第39-41页 |
| Chapter Three Research Design and the Designing of Instruments | 第41-52页 |
| 3．1 Research Design | 第41-42页 |
| 3．1．1 Research Methods | 第41页 |
| 3．1．2 Procedures of Research | 第41页 |
| 3．1．3 Subjects | 第41-42页 |
| 3．1．4 Purposes of the Study | 第42页 |
| 3．2 Instrument Designing | 第42-52页 |
| 3．2．1 Questionnaire Designing | 第42页 |
| 3．2．2 Study One: Scaling of College Students' ER Attitudes | 第42-47页 |
| 3．2．3 Study Two: Scaling of Self-asstisted Teaching and Learning of ER | 第47-52页 |
| Chapter Four Findings of the Positive Study of ER | 第52-88页 |
| 4．1 Analysis of Attitudes toward ER | 第52-55页 |
| 4．1．1 Comparison among Different Sorts of College Students' ER Attitudes | 第52-53页 |
| 4．1．2 Comparison of ER Attitudes of Students of Different English Levels | 第53-55页 |
| 4．2 Analysis of College Students' Self-efficacy and Motivation Level of ER | 第55-57页 |
| 4．2．1 Analysis of Self-efficacy of ER | 第55-56页 |
| 4．2．2 Analysis of Motivation Level of ER of College Students | 第56-57页 |
| 4．3 Analysis of Other Aspects of ER | 第57-85页 |
| 4．3．1 Self-evaluation of ER Ability | 第57-59页 |
| 4．3．2 Students' Self-evaluation of ER Skills | 第59-61页 |
| 4．3．3 Analysis of Students' Cognition of Current ER Textbooks | 第61-66页 |
| 4．3．4 Cognition Evaluation of Quantity of ER | 第66-70页 |
| 4．3．5 Analysis of Inclination and Will of Material Selection | 第70-74页 |
| 4．3．6 Cognition Analysis of ER Teaching Methodology | 第74-77页 |
| 4．3．7 Self-evaluation of Gains of ER | 第77-80页 |
| 4．3．8 Analysis of Reasons | 第80-82页 |
| 4．3．9 Analysis of the Rest Questions of Questionnaire One | 第82-85页 |
| 4．4 Cognition Analysis of Questionnaire Two | 第85-88页 |
| Chapter Five Implications | 第88-92页 |
| 5．1 Beliefs and Attitudes Toward ER | 第88-89页 |
| 5．2 Affective Development | 第89页 |
| 5．3 Material Selection | 第89-90页 |
| 5．4 ERI Methods | 第90页 |
| 5．5 Reading Curriculum | 第90-92页 |
| Chapter Six Conclusion | 第92-93页 |
| References | 第93-101页 |
| Appendix Ⅰ 关于泛读的调查问卷 | 第101-108页 |
| APpendix Ⅱ 自主性泛读教学调查问卷 | 第108-109页 |
