文摘
英文文摘
Introduction
1.1 Current situation of English language teaching in middle schools
1.2 Overview of the thesis
Ⅱ The Notion of the Communicative Approach
2.1 The definition of the Communicative Approach
2.2 Theory of the Communicative Approach
2.3 Characteristics of Communicative Language Teaching
2.4 The aims of the Communicative Approach
2.5 The definition of communicative competence
2.6 Two versions of Communicative Language Teaching
2.7 The communicative activities
2.8 Principles of Communicative Approach
2.9 Evaluation
2.10 Summary
Ⅲ Research Design
3.1 Subjects
3.2 Data collection methods
3.2.1 Questionnaire
3.2.2 Observation
Ⅳ Data Analysis and Discussions
4.1 Analysis of the information obtained from questionnaires
4.1.1 Categoryl: Awareness of classroom interaction and the importance of student role in class
4.1.2 Category2: Classroom interaction patterns employed in class
4.1.3 Category 3: Students involvement in language classroom
4.1.4 Category 4: Student role in English classroom interaction
4.1.5 Information from open question
4.2 Analysis of the classroom observation
4.2.1 The first classro om observation
4.2.2 The second classroom observation
4.2.3 The third classroom observation
4.2.4The fourth classroom observation
4.2.5 Comparison between the fifth and the sixth observation
4.2.6 Summary
Ⅴ Factors Affecting the Application of Communicative Approach
5.1 Obstacles caused by teachers
5.2. Obstacles caused by students
5.2.1 Passive characters of the Chinese students
5.2.2Lackofmotivationsforthecultivationofcommunicative ability
5.2.3 Resistance to class participation
5.3 Obstacles caused by teaching conditions in China
5.4 Obstacles caused by the Educational system: Examination-oriented Education
5.5 Lack of effective and efficient assessing system
Ⅵ Suggestions
6.1 Improving teacher's overall ability
6.2 Shifting from teacher-centered to student-centered classroom English language teaching
6.3 Developing communicative competence through using language
6.4 Flexible employment of teaching methods and strategies
6.4.1 Methodological framework
6.4.2 Sequencing of pre-communicative and communicative work
6.4.3 Focus on form or focus on meaning
6.4.4 Teachers' feedback
6.4.5 Criteria for evaluation
6.5 Combination of theory and practice in English language teaching
Ⅶ Conclusion
Appendix 1
Appendix 2
Bibliography
Acknowledgements
