Preface
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research motivation
1.2 Definition of phonological awareness （PA）
1.3 Phonological awareness and L2 word reading
1.4 English word reading in the Chinese context
1.5 Key research questions
Chapter 2 Phonological Skills and English Word Reading
2.1 Research background
2.1.1 English word reading and English reading
2.1.2 Models for development of English word reading skills
2.1.3 Phonological skills and English word reading
2.2 Issues in PA and English word reading
2.3 Issues in English word reading
2.4 MethodolcIgical matters
2.4.1 Classic PA tasks
2.4.2 Cognitive dimension
2.4.3 Linguistic dimension
2.4.4 Orthographic dimension
2.5 Theoretical accounts for the connection
2.5.1 Cognitive view
2.5.2 Emergentist view
2.5.3 RePresentational view
2.5.4 Multiconnections account for English word reading
Chapter 3 Reconsidering the Issues in EFL Context
3.1 Introduction
3.1.1 Linguistic differences theory
3.1.2 Linguistic differences and reading skills
3.1.3 Linguistic differences and PA
3.2 Chinese mainland EFL learning context
3.3 Research rationale
3.3.1 Introduction
3.3.2 Syllable structure of Chinese
3.3.3 Chinese writing system
3.3.4 Structure of Chinese pinyin
3.3.5 Problems with pinyin system
3.3.6 Role of pinyin in learning to read
3.4 Methodological considerations in Chinese EFL context
3.4.1 English word reading tests
3.4.2 CPA tasks
3.5 Summary
Chapter 4 Experimental Studies
4.0 Research questions
4.1 Participants
4.2 Chinese and English PA tests
4.2.1 Method for PA tests
4.2.2 PA task selection
4.2.3 CPA tests
4.2.4 EPA tests
……
Chapter 5 Results and Discussion
Chapter 6 General Discussion and Conclusion
References
Appendixes
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