文摘
英文文摘
声明
Chapter One：Introduction to the study
1.1 Background of the study
1.1.1 The present situation of English teaching in junior middle school in China
1.1.2 Communicative Language Teaching(CLT)
1.2 Rationale of the study
1.2.1 Four theories on the Communicative Language Teaching
1.2.2 General principles and theories of communicative approaches
1.3 Objectives of the study
1.3.1 The objective of study
1.3.2 Research questions of the study
1.4 Significance of the study
1.5 Organization of the chapters
Chapter Two：Review of the literature
2.1 Traditional approaches and communicative approaches
2.1.1 The traditional approach
2.2 The differences between communicative approaches and the traditional approaches
2.3 Five obstacles in applying communicative approaches in Chinese educational context
2.3.1 Non-native English teachers with a lack of English proficiency
2.3.2 National examination
2.3.3 Large-sized class
2.3.4 Traditional practice
2.3.5 Motivation
2.4 Integrating communicative approaches with traditional approaches
2.4.1 Reasons for integrating communicative approaches with the traditional approaches
2.4.2 Measures in integrating communicative approaches with traditional approaches
Chapter Three：Research design and methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Tests
3.4 Procedures
3.4.1 Pre-test and Pre-questionnaire
3.4.2 Treatment
3.4.3 Post-test and post-questionnaire
Chapter Four：Data analysis and research findings
4.1 Method of investigation
4.1.1 Subjects
4.1.2 Questionnaire
4.1.3 Data analysis
4.2 Critical analysis of the teachers’and students’responses to questionnaires
4.2.1 Findings
Chapter Five：Concluding Discussion,Limitations and Implications
5.1 Conclusions
5.2 Limitations and Implications
5.3 Recommendations for future research
Bibliography
APPENDIX
Acknowledgements
