文摘
英文文摘
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INTRODUCTION
Chapter One Literature Review
1.1 The Relation between Language and Thought
1.1.1 Aristotle's Triangle of Language, Mind and Reality
1.1.2 Vygotsky' Perspective and Sapair-Whorf Hypotheses About Language and Thought
1.1.3 Models of Word Association
1.1.4 From the Standpoint of Prior Knowledge
1.2 Learning Environment
1.3 English Teaching Methods in Chinese Senior Middle Schools
1.4 Empirical Supports for the Positive Role of L1 in L2 Learning
1.4.1 L1 Use in L2 Reading
1.4.2 L1 Use in L2 Writing
1.5 A Rationale for the Present Study
Chapter Two Methodology
2.1 Objectives
2.2 Subjects
2.3 Instrument
2.4 Procedure
2.5 Data Collection and Elicitation
Chapter Three Results and Discussion
3.1 Quantitative Analysis: Frequency of Translation and Association With Comprehension
3.2 Descriptive Analysis of Translation Use
3.2.l Functional Benefits
3.2.2 Conditions for Translation
3.2.3 Strategic Uses
3.3 Conclusion
3.4 Methodological Issues and Limitations
Chapter Four Pedagogical Implications
4.1 Changing the Former Attitude towards Mental Translation
4.2 Giving Students Appropriate Guidance in Using Mental Translation
4.3 Reforming the Testing System of Reading Comprehension
Conclusion
1. Concluding Remarks
2. Recommendations
Appendix Ⅰ
Appendix Ⅱ
Bibliography
ACKNOWLEDGEMENTS
