文摘
英文文摘
声明
Introduction
Chapter 1 Literature Review
1.1 The Proficiency Movement and Its Implications
1.1.1 Changes in Teaching Methodology
1.1.2 Changes in the Roles of Teachers
1.2 Studies on Communicative Language Teaching
1.2.1 A Brief View of Communicative Language Teaching
1.2.2 Differentiating ESL from EFL Environment
1.2.3 Current Researches on Communicative Language Teaching
1.3 The Need for This Study
Chapter 2 Theoretical Bases of the Study
2.1 Linguistic Competence and Communicative Competence
2.1.1 Linguistic Competence
2.1.2 Communicative Competence
2.1.3 Models of Communicative Competence
2.2 Principles for Communicative Activities in Classroom
2.2.1 Functional Communicative Activities and Social Interaction Activities
2.2.2 Three Principles for Organizing Classroom Activities
2.3 A Rationale for Studying Teachers' Beliefs
Chapter 3 Research Design
3.1 Research Questions
3.2.Research Method
3.2.1 Participants
3.2.2 Data Collection
3.2.3 Data Processing
Chapter 4 Results of the Study
4.1 Questionnaires
4.2 Interviews
4.3 Observations
Chapter 5 Discussion and Implications
5.1 Teachers' Beliefs about CLT
5.2 Important Factors to Be Considered in CLT Implementation
5.3 Teachers' Classroom Implementation
5.4 Implications of This Study
5.4.1 Implications for Teaching
5.4.2 Teacher as Reflective Thinker
Conclusion
Bibliography
Appendices
Acknowledgements
攻读硕士学位期间主要研究成果
