文摘
英文文摘
东南大学学位论文独创性声明及使用授权声明
Acknowledgement
Chapter 1. Introduction
1.1 Background of the Research
1.2 Research Objectives
1.3 General Organization
Chapter 2. Literature Review
2.1 Definitions of Key Terms
2.2 The Role of L1 in SLA
2.2.1 Relationship between L1 and L2
2.2.2 Language Transfer
2.2.3 The Role of L 1 in Behaviorist Learning Theory
2.2.4 The Role of L 1 in Mentalist Learning Theory
2.2.5 The Role of L 1 in Cognitive Approach
2.2.6 Summary and Discussion
2.3 The Role of Mother Tongue in Foreign Language Classrooms
2.3.1 Categorization of Major Language Teaching Approaches by MT Use
2.3.2 Summary and Discussion
2.4 Review of Related Empirical Researches
Chapter 3. Theoretical Framework and Empirical Research Design
3.1 Theoretical Justifications for the Use of Mother Tongue
3.1.1 Impact of Target-Language-Only Instruction on Learners
3.1.2 Discussion on the Arguments against the Use of Mother Tongue
3.1.3 Justifications for the Use of Mother Tongue in EFL Classrooms
3.2 Research Design for Empirical Study
3.2.1 Rationale for the Survey
3.2.2 Hypothesis and Questions
3.2.3 Subjects
3.2.4 Questionnaires
3.2.5 Classroom Observation
3.2.6 Teacher Interview
Chapter 4. Results and Discussion
4.1 Questions
4.1.1 Question 1
4.1.2 Question 2
4.1.3 Question 3
4.2 Hypotheses
4.2.1 Hypothesis 1
4.2.2 Hypothesis 2
4.2.3 Pedagogic Implication of the Hypotheses
4.3 Discussion
4.3.1 Using L2 Where Possible; Using L1 When Necessary
4.3.2 The Role of Translation
4.3.3 Suggested Use of English and Chinese in College English Classrooms
Chapter 5. Conclusion
5.1 Major Findings
5.2 Limitations
5.3 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
C.V
