声明
ACKNOWLEDGEMENTS
摘要
Abstract
CONTENTS
1.Introduction
1.1 Research background
1.2 Research significance
1.3 Research methodology
1.4 Organization of the paper
2.Literature Review
2.1 The definition of classroom lead-in
2.2 Previous studies conducted at home and abroad
2.2.1 The function and significance of classroom lead-in
2.2.2 The approaches of classroom lead-in
2.2.3 Basic requirements of lead-in
2.3 Theoretical basis of lead-in
2.3.1 Constructivism Learning Theory
2.3.2 Krashen’s Input and Affective Filter Hypothesis
3.The Strategies for Optimizing the Classroom Lead-in Approaches
3.1 Some representative traditional lead-in approaches
3.1.1 Straightforward lead-in approaches
3.1.2 Revision lead-in approaches
3.1.3 Casual talk lead-in approach
3.2 The limitations of the traditional lead-in approaches
3.2.1 The monotony of lead-in approach
3.2.2 The ignorance of students’ subjectivity
3.2.3 The procrastination in lead-in link
3.3 The implementation of optimized lead-in approaches in higher vocational college English classroom
3.3.1 The introduction of the teaching material
3.3.2 Some popular and practical lead-in approaches
4.Research Methodologies
4.1 Research design
4.2 Objectives
4.3 Subjects description
4.4 Instruments
4.4.1 Classroom observation
4.4.2 Interview
4.4.3 Questionnaire
4.5 Procedures
5.Resuits and Discussion
5.1 Data collection and data presentation
5.1.1 Classroom observation
5.1.2 Interview
5.1.3 Questionnaire
5.2 Results and analysis
5.2.1 Which is the most interesting lead-in approach?
5.2.2 Which is the most feasible lead-in approach?
5.2.3 What are students’ other expectation for better lead-in?
6.Conclusion
6.1 Major findings
6.2 Implications
6.3 Some limitations in the research
6.4 Suggestions for further researches
Bibliography
AppendixⅠ Students’ Interview Questions
AppendixⅡ Questionnaires