| ChapterⅠ Thesis Introduction | 第1-12页 |
| ChapterⅡ Introduction to Corpus,Concordancer and Concordance | 第12-29页 |
| 2-1 Chapter Introduction | 第12页 |
| 2-2 Corpus | 第12-22页 |
| 2-2-1 Definition of Corpus | 第12-13页 |
| 2-2-2 Development of Corpora | 第13-17页 |
| 2-2-3 Types of Corpora | 第17-19页 |
| 2-2-4 General Principles of Compiling a Corpus | 第19-21页 |
| 2-2-5 Corpus Linguistics | 第21-22页 |
| 2-3 Concordancer | 第22-25页 |
| 2-3-1 Concordancer | 第22页 |
| 2-3-2 A ”Classroom Concordancer” -Oxford MicroConcord | 第22-25页 |
| 2-4 Concordance | 第25-29页 |
| 2-4-1 Definition of Concordance | 第25页 |
| 2-4-2 Types of Coucordancing | 第25-28页 |
| 2-4-3 Applications of Concordancing in thc Classroom | 第28-29页 |
| Chapter Ⅲ Possibility and Feasibility of Using Corpus and Concordances in the Classroom | 第29-46页 |
| 3-1 Chapter Introduction | 第29页 |
| 3-2 A New Learning Model: Data-Driven Learning | 第29-33页 |
| 3-2-1 Definition of Data-Drivcn Lcarning | 第29-30页 |
| 3-2-2 Authentic Texts | 第30-31页 |
| 3-2-3 Inductive Learning | 第31-33页 |
| 3-2-4 Learner Autonomy | 第33页 |
| 3-3 A New Teaching Model: Corpus-Informed Teaching | 第33-39页 |
| 3-3-1 Grammar Teaching | 第34页 |
| 3-3-2 Vocabulary Teaching | 第34-37页 |
| 3-3-3 Culturc Teaching | 第37页 |
| 3-3-4 Literature Teaching | 第37-38页 |
| 3-3-5 Second Language Acquisition（SLA）Research | 第38-39页 |
| 3-4 Feasibility of Using Corpus and Concordances in the Classroom | 第39-42页 |
| 3-5 Change of Students' Role: from Learner to ”Researcher” | 第42-43页 |
| 3-6 Change of Teachers' Role: from Knowledge Imparter to Guide and Facilitator | 第43-46页 |
| Chapter Ⅳ Construction of the CNU EFL Corpus | 第46-60页 |
| 4-1 Chapter Introduction | 第46页 |
| 4-2 Purposes of Constructing the CNU EFL Corpus | 第46-48页 |
| 4-3 Introduction to the CNU EFL Corpus Compilation Project | 第48-60页 |
| 4-3-1 Overall Plan | 第48页 |
| 4-3-2 Short-Term Plan | 第48页 |
| 4-3-3 Construction of the CNU EFL Corpus | 第48-60页 |
| Chapter Ⅴ Research on Concordance-Based Teaching and Learning in TEFL | 第60-64页 |
| 5-1 Background of the Research | 第60页 |
| 5-2 Research Purposes | 第60-61页 |
| 5-3 Subjects | 第61页 |
| 5-4 Software | 第61页 |
| 5-5 Procedures | 第61-63页 |
| 5-6 Data Collection | 第63-64页 |
| Chapter Ⅵ Results and Analysis | 第64-81页 |
| 6-1 Findings at the Reading Stage of Writing | 第64-65页 |
| 6-2 Findings at the Revising and Editing Stage | 第65-76页 |
| 6-2-1 How far can the CNU EFL Corpus and concordances go in error correction of writing? | 第65-70页 |
| 6-2-2 How far can the subjects take cbarge of data-driven learning? | 第70-75页 |
| 6-2-3 Can the corpus and concordances be integrated into the traditional classroom? | 第75-76页 |
| 6-3 Two Special Features of the CNU EFL Corpus | 第76-78页 |
| 6-3-1 The Role of Topic-Related Articles in the Research | 第76-78页 |
| 6-3-2 The Role of Standard Language in the Research | 第78页 |
| 6-4 Limitations of the Research | 第78-81页 |
| Chapter Ⅶ Conclusion | 第81-84页 |
| Appendix | 第84-89页 |
| References | 第89-93页 |
