文摘
英文文摘
声明
Introduction
0.1 Background of the Research
0.2 Significance of the Research
0.3 Research Problems to be Solved
Chapter One Literature Review
1.1 Interaction in the Process of L2 Acquisition
1.2 Learner-Centered Learning and Process/Negotiated Syllabus Design
1.3 Shared Decision-Making in Classroom
Chapter Two Theoretical Basis
2.1 Humanism Theory
2.2 Communicative Language Approach
2.3 Learning Autonomy Theory
2.4 Action Research
Chapter Three Negotiated Syllabus Design
3.1 Definition of Syllabus
3.2 Major Types of Syllabuses
3.2.1 Structural/Grammatical Syllabuses
3.2.2 Situational Syllabuses
3.2.3 Functional-Notional Syllabuses
3.2.4 Topical Syllabuses
3.2.5 Task-Based Syllabuses
3.2.6 Negotiated Syllabuses
3.3 Basic Components of Syllabuses
3.4 The Way to Design a Syllabus
3.4.1 Needs Analysis
3.4.2 Goals and Objectives
3.4.3 Adaptation of Teaching Materials
3.4.4 Roles of Teachers and Learners in the Learning Process
3.4.5 Negotiation Among Teachers
Chapter Four The Application of Negotiation Syllabus in the Classroom
4.1 Negotiating English Corner Activity
4.2 Negotiating Writing Activities
4.2.1 Overview of Negotiated Writing
4.2.2 Pre-writing Background Questionnaire
4.2.3 Example of While-writing Classroom Task
4.2.4 The Online Peer Response Training
4.2.5 Post-writing Evaluation Questionnaire
4.2.6 Implications
4.3 Negotiating Grammar-learning Activities
4.3.1 Pre-learning Discussion
4.3.2 Example of While-learning Procedure
4.3.3 Choosing Types of Grammar-learning Activities
4.3.4 Further Suggestions
4.4 Negotiating Speaking Activities
4.4.1 The Need of Communication
4.4.2 Example of Speaking Activity Negotiation
4.4.3 Tips for Operating the Activity
4.5 Negotiating Speaking Competence Evaluation
4.5.1 Features of Real-Life Communication
4.5.2 Example of Evaluation Negotiation
4.5.3 Advantages of Evaluation Negotiation
Conclusion
Bibliography
Acknowledgements
