声明
Acknowledgements
Abstract
摘要
Table of Contents
List of Tables
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Layout of the Paper
Chapter 2 Literature Review
2.1 Theories on “Input Hypothesis” and “Affective Filter Hypothesis”
2.1.1 Definition of “Input Hypothesis”
2.1.2 Definition of ‘‘The Affective Filter”
2.2 Enlightenment of Krashen’s Input Hypothesis and Affective Filter Hypothesis to English Teaching
2.2.1 The Use of L1 and Comprehensible Input
2.2.2 The Use of L1 and the Affective Filter
2.2.3 The Amount of L1 use
2.3 Theories on “Teacher’s Language Awareness”
2.3.1 Definition of “TLA”
2.3.2 The relationship between input hypothesis,the affective filter hypothesis and the TLA
2.4 Researches on Teachers’ Use of MT in FL Classrooms
2.4.1 Researches on Teachers’ Use of MT in FL Classrooms Abroad
2.4.2 Researches on Teachers’ Use of MT in FL Classrooms in China
2.4.3 Research Gaps
Chapter 3 Research Methodology
3.1 Research questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Classroom Observation and Audio-recording
3.3.2 Questionnaire
3.3.3 Interview
3.4 Data Collection and Procedures
Chapter 4 Data Analysis and Discussion
4.1 Students’ Attitudes Toward Teachers’ Use of Chinese in EFL Classrooms
4.1.1 Acceptance and Using extent of Chinese in EFL classrooms
4.1.2 Functions of Using Chinese in EFL Classrooms
4.1.3 Discussion
4.1.4 Summary of the Results
4.2 Teachers’ Actual Chinese Use in EFL Classrooms
4.2.1 Amount of L1 Use in Different Classes
4.2.2 Functions of L1 Use in Different Classes
4.2.3 Discussion
4.2.4 Summary of the Results
Chapter 5 Conclusion
5.1 Major Findings of the Present Research
5.2 Implications of the Study
5.3 Limitations and Suggestions for Further Research
References
Appendices