文摘
英文文摘
独创性声明和学位论文版权使用授权书
Preface
Chapter One Background for Discussion
1.1 Macro-environment in Perspective
1.2 New Tasks and Objectives in Education
1.3 Nature and Educational Functions of FL Education
1.4 Introducing the Approach Adopted herein
Chapter Two Introducing Interdisciplinary Approach in Education
2.1 The holistic nature of knowledge and human experience
2.2 Some Limits of Conventional Education Institutions
2.3 Interdisciplinarity and Interdisciplinary Studies
2.3.1 Define Interdisciplinarity
2.3.2 Interdisciplinary Studies and Interdisciplinary Education
2.4 Development of Interdisciplinary Education out and in China
2.4.1 Development of Interdisciplinary Education Abroad
2.4.2 Interdisciplinary Education in China
2.5 Interdisciplinary Approach in Language Education
Notes
Chapter Three Curriculum and Course Design in FL Education
3.1 Some Issues Involved in Course and Syllabus Designs in FL Education
3.1.1 Define Curriculum, Syllabus, and Course Design
3.1.2 Factors Taken into Consideration of Course Design
3.2 Some Typical Approaches to FL Syllabus Design
3.2.1 Classical Approach
3.2.2 Grammar-translation Approach
3.2.3 Direct Approach
3.2.4 Audio-lingual Approach
3.2.5 Communicative Approach
3.3 Some Typical Syllabuses of FL Teaching
3.3.1 Structural Syllabuses
3.3.2 Situational Syllabuses
3.3.3 Topical Syllabuses
3.3.4 Functional Syllabuses
3.3.5 Notional Syllabuses
3.3.6 Skills-based Syllabuses
3.3.7 Task-based Syllabuses
3.3.8 Mixed or Layered Syllabuses
3.4 Further Explanation of Task-based and Content-based Approaches
3.4.1 the Task-based Approach
3.4.2 the Content-based Approach
Notes
Chapter Four Interdisciplinary Approach to Curriculum and Course Design of Higher FL Education
4.1 Necessity of interdisciplinary approach to Higher FL education in China
4.1.1 Define Interdisciplinary Approach to Higher FL Education
4.1.2 A Summary of the Foregoing Reasons for Interdisciplinary Approach to FL Education
4.1.3 Demand of Labor Market and Professional Orientation
4.1.4 Learners' Needs
4.1.5 Acquisition of FL Proficiency
4.1.6 Integration at Four Levels
4.2 Verification of the Feasibility of Interdisciplinary Approach to Higher FL Education in China
4.2.1 Flexibility in Selecting Subject Matters and Teaching Methods
4.2.2 Compatible Cognitive Competence and Raised Language Proficiency
4.2.3Availability of Theoretical Frameworks and Organizational Techniques
4.2.4 The Interdisciplinary Nature of Existing Curriculum of FL
4.2.5 Availability of Interdisciplinary Course Books for Higher FL Learning
4.3 Integrative Models of Interdisciplinary Approach to Higher FL Education
4.3.1 Simple Addition Model
4.3.2 Sampling Model
4.3.3 Intra-relevance Model
4.3.4 Holistic Model
4.3.5 Introducing Three Applications of Holistic Models
Chapter Five Report of an Experiment on Interdisciplinary Approach to Higher FL Education in Nanchang University
5.1 Background of the Experiment
5.2 Descriptions of the Experiment
5.2.1 General Description
5.2.2 Description of Stage 1 (Advanced Writing)
5.2.3 Description of Stage 2 (Advanced Reading, Writing and Translation)
5.3 Assessment of the Findings of the Experiments
Chapter Six Conclusion
6.1 Conclusion
6.2 Implications and limitations
Bibliography
Appendixes 1
Appendixes 2
Appendixes 3
Appendixes 4
ACKNOWLEDGEMENTS
