声明
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 Research background
1.2 Purposes and significance of the study
1.3 Overall Structure of the Study
Chapter Two Literature Review
2.1 Definition of key terms
2.1.1 Definition of CLT
2.1.2 Definition of communicative competence
2.2 Principles and characteristics of CLT
2.3 Relevant research on CLT in the West
2.4 Relevant research on CLT in China
2.5 Theoretical bases of CLT
Chapter Three Research Methodology
3.1 Research questions of the study
3.2 Subjects
3.2.1 Survey subjects
3.2.2 Interview subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Semi-constructed interview
3.4 Data collection and analysis
Chapter Four Results and Discussion
4.1 What are the college English students’ views toward CLT in this study?
4.2 What are college English teachers’ views toward CLT in this study?
4.3 What are the differences and similarities between teachers’ and students’ views toward CLT?
4.3.1 Grammar accuracy or language fluency
4.3.2 Preference for group work
4.3.3 Obedience to teachers’ instruction
4.3.4 Role of grammar explanation
4.3.5 Roles of teachers and students and teaching process
4.4 What are the constraints encountered by teachers and students in using CLT?
4.4.1 Chinese students’ introverted personalities
4.4.2 Traditional learning habits and styles
4.4.3 Large class size and limited class time
4.4.4 EFL context
4.4.5 Grammar-vocabulary-based examination system
Chapter 5 Conclusion and Implications
5.1 Summary of the findings
5.2 Implications for English teaching and learning
5.2.1 Reconciling communicative activities and non-communicative activities
5.2.2 Modifying current examination system
5.2.3 Reducing class size
5.2.4 Making use of authentic materials
5.2.5 Providing more communicative atmosphere for the real use of language
5.3 Limitation of the study
References
Appendix
Acknowledgements
Publications