Acknowledgements | 第4-6页 |
List of Abbreviations | 第6-7页 |
摘要 | 第7-11页 |
Abstract | 第11-16页 |
List of Figures | 第17-18页 |
List of Tables | 第18-26页 |
Chapter 1 INTRODUCTION | 第26-37页 |
1.1 Background | 第26-29页 |
1.2 Purpose of the Study | 第29-30页 |
1.3 Significance of the Study | 第30-35页 |
1.4 Organization of the Dissertation | 第35-37页 |
Chapter 2 REVIEW OF THE RELATED THEORIES | 第37-62页 |
2.1 Good Language Learners | 第37-40页 |
2.1.1 Characteristics of Good Language Learners | 第37-39页 |
2.1.2 Current Research Status of GLLs at Home and Abroad | 第39-40页 |
2.2 Factors Affecting L2 Acquisition and Learning | 第40-48页 |
2.2.1 Intelligence | 第40-42页 |
2.2.2 Language Aptitude | 第42-43页 |
2.2.3 Cognitive Styles | 第43页 |
2.2.4 Prior Knowledge | 第43-45页 |
2.2.5 Learner Strategies | 第45-47页 |
2.2.6 Learning Environments | 第47-48页 |
2.3 Learners’Involvement in the Process of L2 Learning, Teaching and Evaluation | 第48-50页 |
2.4 Content-based Teaching through Cooperative Learning | 第50-52页 |
2.5 Directions in L2 Curriculum Design | 第52-55页 |
2.5.1 ESL Curriculum, Language Usage and Use | 第52-53页 |
2.5.2 Massey’s Three-level Model for L2 Curriculum Design | 第53-54页 |
2.5.3 Allen’s Three-level Model for L2 Education | 第54-55页 |
2.6 Notions of Integration in L2 Curriculum Design | 第55-60页 |
2.6.1 Stern’s Multidimensional Curriculum Approach to L2 Teaching | 第55-59页 |
2.6.1.1 The language syllabus | 第55-56页 |
2.6.1.2 The communicative abilities syllabus | 第56-57页 |
2.6.1.3 The culture syllabus | 第57-58页 |
2.6.1.4 The general language education syllabus | 第58-59页 |
2.6.2 Langacker’s Usage-based Model in Cognitive Grammar | 第59-60页 |
2.7 Hypothesis of the Dissertation | 第60-62页 |
Chapter 3 RESEARCH DESIGN | 第62-71页 |
3.1 Philosophy of Research | 第62-63页 |
3.2 Variables Involved | 第63-67页 |
3.2.1 Cognitive Styles | 第64页 |
3.2.2 Language Aptitude | 第64页 |
3.2.3 Multiple Intelligences | 第64-65页 |
3.2.4 Prior Knowledge, and Interactive Teaching and Learning Process | 第65页 |
3.2.5 Contexts and Learning Environments | 第65-66页 |
3.2.6 Learning Strategy Instruction | 第66页 |
3.2.7 Content-based Teaching through Cooperative Learning | 第66-67页 |
3.3 Research Questions | 第67页 |
3.4 Subjects | 第67-68页 |
3.5 Research Methods | 第68-69页 |
3.6 Research Procedures | 第69-70页 |
3.7 Expected Outcomes | 第70-71页 |
Chapter 4 EMPIRICAL RESEARCH | 第71-130页 |
4.1 Students’Perceptions of Learning and Teaching of the CE Program | 第71-82页 |
4.1.1 Data Collection | 第71-72页 |
4.1.2 Data Analysis | 第72-82页 |
4.1.2.1 Students’perceptions of learning, teaching and assessment | 第72-78页 |
4.1.2.2 Students’suggestions for learning, teaching and assessment | 第78-82页 |
4.2 Learner Individual Differences in Cognitive Styles and Language Aptitude . | 第82-86页 |
4.2.1 Data Collection | 第82-84页 |
4.2.2 Data Analysis | 第84-86页 |
4.2.2.1 The relationship among cognitive styles, analytical ability, rote ability and grammar acquisition of relative clauses | 第84-86页 |
4.2.2.2 Male and female differences in language aptitude | 第86页 |
4.3 Learner Individual Differences in Multiple Intelligences | 第86-105页 |
4.3.1 Data Collection | 第86-87页 |
4.3.2 Data Analysis | 第87-105页 |
4.3.2.1 Linguistic intelligence | 第87-90页 |
4.3.2.2 Logical-mathematical intelligence | 第90-93页 |
4.3.2.3 Visual-spatial intelligence | 第93-95页 |
4.3.2.4 Bodily-kinesthetic intelligence | 第95-97页 |
4.3.2.5 Musical intelligence | 第97-100页 |
4.3.2.6 Interpersonal intelligence | 第100-103页 |
4.3.2.7 Intrapersonal intelligence | 第103-105页 |
4.4 Effects of Learning Strategy Instruction | 第105-116页 |
4.4.1 Data Collection | 第105-107页 |
4.4.2 Data Analysis | 第107-116页 |
4.4.2.1 Training in the reading class | 第107-111页 |
4.4.2.2 Training in the writing class | 第111-116页 |
4.5 Contributions of the Content-based-Teaching-through–Cooperative-Learning Method to the Development of GLLs | 第116-127页 |
4.5.1 Data Collection | 第116-117页 |
4.5.2 Data Analysis | 第117-127页 |
4.5.2.1 Course evaluation | 第117-119页 |
4.5.2.2 Interaction | 第119-120页 |
4.5.2.3 Cooperative learning | 第120-122页 |
4.5.2.4 Content-based teaching, contexts and comprehension | 第122-125页 |
4.5.2.5 Learning styles and learning strategies | 第125-127页 |
4.5.2.6 Learning assessment | 第127页 |
4.6 Concluding Remarks | 第127-130页 |
Chapter 5 THE GROUNDS FOR COMPOSITION OF THE INTEGRATED APPROACH | 第130-159页 |
5.1 The Grounds: Findings of the Research | 第130-149页 |
5.1.1 Students’Perceptions in CE Learning and Teaching | 第130-132页 |
5.1.2 Learner Individual Differences in Cognitive Styles and Language Aptitude | 第132-133页 |
5.1.3 Learner Individual Differences in Multiple Intelligences | 第133-143页 |
5.1.3.1 Differences in intelligence preferences between successful and 1ess successful CE learners | 第133-137页 |
5.1.3.2 Similarities in intelligence preferences between the SSs and the LSSs as well as the issues in teaching | 第137-141页 |
5.1.3.3 Interpersonal intelligence being ranked on the top of the intelligence preference list by both the SSs and the LSSs | 第141-143页 |
5.1.4 Effects of Learning Strategy Instruction on the Less | 第143-145页 |
5.1.5 Effects of the Content-based-Teaching-through-Cooperative -Learning Method on the Learning of CE Curriculum | 第145-149页 |
5.1.5.1 Data from the students | 第145-148页 |
5.1.5.2 Data from the instructors | 第148-149页 |
5.2 Composition of the Integrated Approach | 第149-158页 |
5.2.1 Contents of the Integrated Approach | 第149-153页 |
5.2.1.1 Subject | 第150页 |
5.2.1.2 Theme(s) | 第150页 |
5.2.1.3 Students’language level and grade level | 第150页 |
5.2.1.4 Experiential focus | 第150-151页 |
5.2.1.5 The integrated teaching objectives | 第151页 |
5.2.1.6 Lessons | 第151-153页 |
5.2.2 The Systematic Unit Model of the Integrated Approach | 第153-155页 |
5.2.3 Differences between the Integrated Unit Curriculum and the Normal CE Curriculum | 第155-158页 |
5.2.3.1 Framework of the unit curriculum planning | 第155-156页 |
5.2.3.2 Themes and subjects | 第156-157页 |
5.2.3.3 Experiential focus | 第157页 |
5.2.3.4 Activities | 第157页 |
5.2.3.5 Resources | 第157页 |
5.2.3.6 Learning assessment and evaluation | 第157-158页 |
5.3 Concluding Remarks | 第158-159页 |
Chapter 6 PROPOSALS FOR APPLICATION | 第159-172页 |
6.1 Principles for Application | 第159-165页 |
6.1.1 Taking into Consideration Students’Perceptions of CE Learning,Teaching, and Assessment while Designing Unit Curriculums | 第159-163页 |
6.1.2 Making Use of the Roles of Language Aptitude and | 第163页 |
6.1.3 Creating Cooperative Learning Activities and Providing Learning Strategies for Both the SSs and the LSSs according to Their Intelligence Inclinations | 第163-165页 |
6.1.4 Making Learning Strategy Instruction a Part of the Unit | 第165页 |
6.2 Refining the Unit | 第165-167页 |
6.3 Course Planning through Team Work | 第167-169页 |
6.3.1 Language Levels and Teaching Approaches | 第167-168页 |
6.3.2 Syllabuses for Planning of an Integrated Unit | 第168-169页 |
6.3.3 Cross-Subject Interaction | 第169页 |
6.4 Materials | 第169-170页 |
6.5 School’s Support | 第170-172页 |
Chapter 7 CONCLUSION | 第172-183页 |
7.1 The Integrated Approach: New Directions in the CE Curriculum Design | 第172-173页 |
7.2 Strengths of the Integrated Unit Curriculum | 第173-178页 |
7.2.1 The Objectives of the Integrated Unit Producing Autonomous English Learners | 第173-174页 |
7.2.2 Subject-Related Teaching Motivating Language Learning | 第174-175页 |
7.2.3 Themes and Activities Providing Contexts of Communication | 第175页 |
7.2.4 Various Methods Ensuring the Development of Communicative Competence | 第175-176页 |
7.2.5 The Variety of Resources Contributing to the Reform of the CE Curriculum | 第176页 |
7.2.6 The Integrated Curriculum Integrating Culture into Language Learni | 第176页 |
7.2.7 The Integrated Unit Enriching the Teaching Content of CE | 第176-177页 |
7.2.8 Evaluation of Unit Learning Transforming the Traditional | 第177-178页 |
7.3 The Effects of the Integrated Unit on the Development of Good CE Learne | 第178-181页 |
7.4 Limitations of the Present Study | 第181-183页 |
APPENDICES | 第183-213页 |
Appendix 1 An Example of Applying the Integrated Approach in the Unit Curriculum Design of the College English Program | 第183-200页 |
Appendix 2 Reading Strategy Instruction | 第200-202页 |
Appendix 3 Writing Strategy Instruction | 第202-203页 |
Appendix 4 Content-based Teaching and Cooperative Learning | 第203-204页 |
Appendix 5 Survey of English Teaching and Learning | 第204-209页 |
Appendix 6 Self/Peer Presentation Evaluation Sheet | 第209-210页 |
Appendix 7 Marking Rubric | 第210-211页 |
Appendix 8 Grammar Test | 第211-213页 |
BIBLIOGRAPHY | 第213-221页 |