Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 General description of the study
1.2 Motivations for the study
1.3 Significance of the study
1.4 Overall structure of the thesis
Chapter Two Literature Review
2.1 Key terms in this study
2.1.1 Definition of teaching strategies
2.1.2 Definition of excellent English teachers
2.2 Theoretical bases in this study
2.2.1 Grounded theory
2.2.2 Hermeneutics theory
2.3 Previous studies on teaching strategies
2.4 Previous studies on excellent English teachers
Chapter Three Methodology
3.1 Research questions
3.2 Subject
3.2.1 Background information of the subject
3.2.2 Reasons for the Subject selection
3.3 Instrument
3.4 Data collection
3.5 Data analysis
3.6 Ethical issues
Chapter Four Results and Discussion
4.1 Teaching strategies employed by L before class
4.1.1 Dedication strategy
4.1.2 Specifying-teaching-objectives strategy
4.1.3 Full-preparation-for-students strategy
4.1.4 Full-preparation-for-lesson strategy
4.2 Teaching strategies employed by L in class
4.2.1 Implementing-flexible-class-management strategy
4.2.2 Varying-lead-in strategy
4.2.3 Choosing-the-best-teaching-method strategy
4.2.4 Arousing-interest strategy
4.3 Teaching strategies employed by L after class
4.3.1 Autonomous-assignment strategy
4.3.2 Self-reflection strategy
4.3.3 Development strategy
Chapter Five Conclusion
5.1 Major findings
5.2 Implications
5.3 Limitations of the study
5.4 Suggestions for future research
References
Appendix
访谈稿
声明